Teacher engagement and self-efficacy: The mediating role of continuing professional development and moderating role of teaching experience

Abstract

The purpose of this study was to improve understanding of the relationship between teacher engagement and self-efficacy by investigating the potential mediating role of participation in continuing professional development (CPD) and the moderating role of years of teaching experience. The study was cross-designed with self-reported measurements from 615 Chinese teachers (Mage = 38.56, SD = 8.35). Results show that teachers’ work engagement positively predicted self-efficacy, and participation in CPD mediated this relation; furthermore, the mediating effect of CPD was moderated by number of work years. The indirect effect of participation in CPD was stronger for young teachers than for experienced teachers. Moreover, for young teachers, the degree of participating in updating, reflective, and collaborative activities was related to the increase of self-efficacy; however, participation in reflective and collaborative activities benefited only experienced teachers. Findings lend support to encouraging involvement in CPD activities in order to promote teacher self-efficacy; furthermore, results emphasize the benefit of young teachers’ engagement in CPD.