logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
7321 Parkway Drive South, Hanover, MD 21076, USA
Eurasian Society of Educational Research
Headquarters
7321 Parkway Drive South, Hanover, MD 21076, USA
high school instructional leadership professional competence self efficacy teachers willingness to change

Does Teacher’s Willingness to Change Enhance Professional Competence?

Reni Herawati , Heru Kurnianto Tjahjono , Ika Nurul Qamari , Sri Handari Wahyuningsih

This study investigates the contribution of teachers’ willingness to their professional competence in adapting to digital learning transformatio.

T

This study investigates the contribution of teachers’ willingness to their professional competence in adapting to digital learning transformation during the Coronavirus disease (COVID-19) pandemic and its relationship to instructional leadership and self-efficacy. Data were collected by distributing online questionnaires consisting of 4 constructs, namely instructional leadership, self-efficacy, teacher’s willingness to change, and professional competence, and distributed to 221 Indonesian High School teachers. Structural Equation Model (SEM) was used for analysis using Analysis of Moment Structure (AMOS) version 23.0 to examine the hypotheses. The results showed that instructional leadership significantly influences teachers’ willingness to change with a positive impact on their professional competence. Furthermore, there is a significant effect on teachers’ willingness to change their professional competence, insignificant on self-efficacy with substantial impacts on their willingness to change. The analysis results through the Sobel test showed that the teachers’ willingness to change is an excellent mediating variable for self-efficacy in influencing professional competence. Conversely, it is not an excellent mediating variable for instructional leadership towards professional competence. The importance of teachers’ willingness to improve their professional competence is a new finding that significantly contributes to their professional development.

Keywords: High school, instructional leadership, professional competence, self-efficacy, teacher’s willingness to change.

cloud_download PDF
Cite
Article Metrics
Views
392
Download
480
Citations
Crossref
2

Scopus
2

References

Al-Mahdy, Y. F. H., Emam, M. M., & Hallinger, P. (2018). Assessing the contribution of principal instructional leadership and collective teacher efficacy to teacher commitment in Oman. Teaching and Teacher Education, 69, 191-201. https://doi.org/10.1016/j.tate.2017.10.007

Aslan, M., & Bakir, A. A. (2017). Evaluation of prospective teachers in terms of academic self-efficacy and professional competence. European Journal of Educational Research, 6(4), 553-563. https://doi.org/10.12973/eu-jer.6.4.553

 Azorín, C. (2020). Beyond COVID-19 supernova. Is another education coming? Journal of Professional Capital and Community, 5(3/4), 381-390. https://doi.org/10.1108/JPCC-05-2020-0019

Bandura, A. (1978). Self-efficacy: Toward a unifying theory of behavioral change. Advances in Behaviour Research and Therapy, 1(4), 139-161. https://doi.org/10.1016/0146-6402(78)90002-4

Bandura, A., Adams, N. E., & Beyer, J. (1977). Cognitive processes mediating behavioral change. Journal of Personality and Social Psychology, 35(3), 125–139. https://doi.org/10.1037/0022-3514.35.3.125

Bandura, A., & Watts, R. E. (1996). Self-efficacy in changing societies. Springer. https://doi.org/10.1891/0889-8391.10.4.313

Barney, J. B. (2001). Resource-based theories of competitive advantage: A ten-year retrospective on the resource-based view. Journal of Management, 27(6), 643-650. https://doi.org/10.1177%2F014920630102700602

Berger, J. (2020). The Catalyst: How to change anyone’s mind. Simon and Schuster.

Blase, J., & Blase, J. (2000). Effective instructional leadership: Teachers’ perspectives on how principals promote teaching and learning in schools. Journal of Educational Administration, 38(2). 130-141. https://doi.org/10.1108/09578230010320082

Bouley, F., Wuttke, E., Schnick-Vollmer, K., Schmitz, B., Berger, S., Fritsch, S., & Seifried, J. (2015). Professional competence of prospective teachers in business and economics education: Evaluation of a competence model using structural equation modeling. Peabody Journal of Education, 90(4), 491-502. https://doi.org/10.1080/0161956X.2015.1068076

Churi, P., Mistry, K., Asad, M. M., Dhiman, G., Soni, M., & Kose, U. (2021). Online learning in COVID-19 pandemic: An empirical study of Indian and Turkish higher education institutions. World Journal of Engineering, 19(1), 58-71. https://doi.org/10.1108/WJE-12-2020-0631

Çinar, M., Ekici, M., & Demir, O. (2021). A snapshot of the readiness for e-learning among in-service teacher prior to the pandemic-related transition to e-learning in Turkey. Teaching and Teacher Education, 107, 1034478. https://doi.org/10.1016/j.tate.2021.103478

Clark, A. E., Nong, H., Zhu, H., & Zhu, R. (2021). Compensating for academic loss: Online learning and student performance during the COVID-19 pandemic. China Economic Review, 68, 101629. https://doi.org/10.1016/j.chieco.2021.101629

Cummings, T. G., & Worley, C. G. (2014). Organization development and change: Cengage Learning.

Daumiller, M., Grassinger, R., Dickh¨auser, O., & Dresel, M. (2016). Structure and relationships of university instructors’ achievement goals. Frontiers in Psychology, 7, 1-14. https://doi.org/10.3389/fpsyg.2016.00375

Depaepe, F., & König, J. (2018). General pedagogical knowledge, self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education. Teaching and Teacher Education, 69, 177-190. https://doi.org/10.1016/j.tate.2017.10.003

DiSessa, A. A. (2001). Changing minds: Computers, learning, and literacy. MIT Press. https://doi.org/10.7551/mitpress/1786.001.0001

Durley, H. C., & Ge, X. (2018). The interplays between teachers’ self-efficacy and problem-solving competence in technology-mediated, open-ended professional development. In C. Hodges (Ed.) Self-efficacy in instructional technology contexts (pp. 141-162). Springer. https://doi.org/10.1007/978-3-319-99858-9_9

Fauth, B., Decristan, J., Decker, A.-T., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019). The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. Teaching and Teacher Education, 86, 102882. https://doi.org/10.1016/j.tate.2019.102882

Federici, R. A., & Skaalvik, E. M. (2011). Principal self-efficacy and work engagement: Assessing a Norwegian principal self-efficacy scale. Social Psychology of Education, 14(4), 575-600. https://doi.org/10.1007/s11218-011-9160-4

Fives, H., & Looney, L. (2009). College instructors’ sense of teaching and collective efficacy. International Journal of Teaching and Learning in Higher Education, 20(2), 182–191.

Geerlings, J., Thijs, J., & Verkuyten, M. (2018). Teaching in ethnically diverse classrooms: Examining individual differences in teacher self-efficacy. Journal of School Psychology, 67, 134-147. https://doi.org/10.1016/j.jsp.2017.12.001

Ghozali, I., & Fuad, M. (2012). Structural equation modeling (3rd ed.). Universitas Diponegoro.

Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569–582. https://bit.ly/3lj8Skh  

Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), 3-13. https://doi.org/10.3102%2F0013189X033003003

Goddard, R. D., LoGerfo, L., & Hoy, W. K. (2004). High school accountability: The role of perceived collective efficacy. Educational Policy, 18(3), 403-425. https://doi.org/10.1177%2F0895904804265066

Grant, R. M. (1991). The resource-based theory of competitive advantage: Implications for strategy formulation. California Management Review, 33(3), 114-135. https://doi.org/10.2307%2F41166664

Gupta, S., Modgil, S., Gunasekaran, A., & Bag, S. (2020). Dynamic capabilities and institutional theories for Industry 4.0 and digital supply chain. Supply Chain Forum: An International Journal, 21(3), 139-157. https://doi.org/10.1080/16258312.2020.1757369

Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381-391. https://doi.org/10.1080/135406002100000512

Haarhaus, T., & Liening, A. (2020). Building dynamic capabilities to cope with environmental uncertainty: The role of strategic foresight. Technological Forecasting and Social Change, 155, 120033. https://doi.org/10.1016/j.techfore.2020.120033

Hair, J. F., Howard, M. C., & Nitzl, C. (2020). Assessing measurement model quality in PLS-SEM using confirmatory composite analysis. Journal of Business Research, 109, 101-110. https://doi.org/10.1016/j.jbusres.2019.11.069

Hallinger, P. (2018). Principal instructional leadership: From prescription to theory to practice. In G. E. Hall, L. F. Quinn & D. M. Gollnick (Eds). The Wiley handbook of teaching and learning (pp. 505-528). Wiley-Blackwell. https://doi.org/10.1002/9781118955901.ch21

Hallinger, P., Adams, D., Harris, A., & Jones, M. S. (2018). Review of conceptual models and methodologies in research on principal instructional leadership in Malaysia: A case of knowledge construction in a developing society. Journal of Educational Administration, 56(1), 104-126. https://doi.org/10.1108/JEA-03-2017-0025

Hallinger, P., & Heck, R. H. (2010). Leadership for learning: Does collaborative leadership make a difference in school improvement? Educational Management Administration and Leadership, 38(6), 654-678. https://doi.org/10.1177%2F1741143210379060

Hallinger, P., & Murphy, J. (1985). Assessing the instructional management behavior of principals. The Elementary School Journal, 86(2), 217-247. https://doi.org/10.1086/461445

Harris, A. (2020). COVID-19–school leadership in crisis? Journal of Professional Capital and Community, 5(3), 321-326. https://doi.org/10.1108/JPCC-06-2020-0045

Hayter, C. S., & Cahoy, D. R. (2018). Toward a strategic view of higher education social responsibilities: A dynamic capabilities approach. Strategic Organization, 16(1), 12-34. https://doi.org/10.1177%2F1476127016680564

Herawati, R., Tjahjono, H. K., Qamari, I. N., & Wahyuningsih, S. H. (2021). Teachers' willingness to change in adapting to online learning during covid-19 pandemic. [Unpublished Research Report]. Universitas Muhammadiyah Yogyakarta. https://bit.ly/3k8jbXZ

Indonesian Ministry of Education. (2010). Operating procedure of teacher performance assessment. Director-General of Quality Improvement of Educators and Education Personnel Publishing Service.

Keramati, A., Afshari-Mofrad, M., & Kamrani, A. (2011). The role of readiness factors in E-learning outcomes: An empirical study. Computers and Education, 57(3), 1919e1929. https://doi.org/10.1016/j.compedu.2011.04.005

Klassen, R. M., & Tze, V. M. C. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76.

König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650

Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97. https://doi.org/10.1016/j.tate.2003.10.002

Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805–820. https://doi.org/10.1037/a0032583

Kurtmollaiev, S. (2020). Dynamic capabilities and where to find them. Journal of Management Inquiry, 29(1), 3-16. https://doi.org/10.1177%2F1056492617730126

Lauermann, F., & König, J. (2016). Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout. Learning and Instruction, 45, 9-19. https://doi.org/10.1016/j.learninstruc.2016.06.006

Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership and Management, 40(1), 5-22. https://doi.org/10.1080/13632434.2019.1596077

Liguori, E. W., Winkler, C., Zane, L. J., Muldoon, J., & Winkel, D. (2021). COVID-19 and necessity-based online entrepreneurship education at US community colleges. Journal of Small Business and Enterprise Development. 28(6), 821-830. https://doi.org/10.1108/JSBED-09-2020-0340

Lin, Y., & Wu, L.-Y. (2014). Exploring the role of dynamic capabilities in firm performance under the resource-based view framework. Journal of Business Research, 67(3), 407-413. https://doi.org/10.1016/j.jbusres.2012.12.019

Magistretti, S., Pham, C. T. A., & Dell'Era, C. (2021). Enlightening the dynamic capabilities of design thinking in fostering digital transformation. Industrial Marketing Management, 97, 59-70. https://doi.org/10.1016/j.indmarman.2021.06.014

Mardapi, D., & Herawan, T. (2018). Assessing teacher competence and its follow-up to support professional development sustainability. Journal of Teacher Education for Sustainability, 20(1), 106-123. https://doi.org/10.2478/jtes-2018-0007

McFarlane, A. E. (2019). Devices and desires: Competing visions of a good education in the digital age. British Journal of Educational Technology, 50(3), 1125-1136. https://doi.org/10.1111/bjet.12764

Morris, D. B., & Usher, E. L. (2011). Developing teaching self-efficacy in research institutions: A study of award-winning professors. Contemporary Educational Psychology36(3), 232-245. https://doi.org/10.1016/j.cedpsych.2010.10.005

Navaridas-Nalda, F., Clavel-San Emeterio, M., Fernández-Ortiz, R., & Arias-Oliva, M. (2020). The strategic influence of school principal leadership in the digital transformation of schools. Computers in Human Behavior, 112, 106481. https://doi.org/10.1016/j.chb.2020.106481

Postareff, L., Lindblom-Ylanne, S., & Nevgi, A. (2007). The effect of pedagogical training on teaching in higher education. Teaching and Teacher Education, 23(5), 557-571. https://doi.org/10.1016/j.tate.2006.11.013

Rotter, J. B. (1982). Social learning theory. In N.T Feather (Ed.), Expectations and actions: Expectancy-value models in psychology (pp. 241-260). Routledge. https://doi.org/10.4324/9781003150879-12

Sicotte, H., Drouin, N., & Delerue, H. (2014). Innovation portfolio management as a subset of dynamic capabilities: Measurement and impact on innovative performance. Project Management Journal, 45(6), 58-72. https://doi.org/10.1002%2Fpmj.21456

Snoek, M., Dengerink, J., & de Wit, B. (2019). Reframing the teacher profession as a dynamic multifaceted profession: A wider perspective on teacher quality and teacher competence frameworks. European Journal of Education, 54(3), 413-425. https://doi.org/10.1111/ejed.12350

Sokal, L., Trudel, L. E., & Babb, J. (2020). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic. International Journal of Educational Research Open, 1, 100016. https://doi.org/10.1016/j.ijedro.2020.100016

Talebizadeh, S. M., Hosseingholizadeh, R., & Bellibaş, M. Ş. (2021). Analyzing the relationship between principals’ learning-centered leadership and teacher professional learning: The mediation role of trust and knowledge sharing behavior. Studies in Educational Evaluation, 68, 100970. https://doi.org/10.1016/j.stueduc.2020.100970

Tang, S. Y., Wong, A. K., Li, D. D., & Cheng, M. M. (2020). Millennial generation preservice teachers’ intrinsic motivation to become a teacher, professional learning and professional competence. Teaching and Teacher Education, 96, 103180. https://doi.org/10.1016/j.tate.2020.103180

Teece, D., & Pisano, G. (2003). The dynamic capabilities of firms. In C.W. Holsapple (Ed.) Handbook on knowledge management. International handbooks on information systems (Vol. 2, pp. 195-213). Springer. https://doi.org/10.1007/978-3-540-24748-7_10

Teece, D. J. (2018). Business models and dynamic capabilities. Long Range Planning, 51(1), 40-49. https://doi.org/10.1016/j.lrp.2017.06.007

Tharenou, P., Donohue, R., & Cooper, B. (2007). Management research methods. Cambridge University Press. https://doi.org/10.1017/CBO9780511810527

Thien, L. M., Liu, S., Yee, L. Q., & Adams, D. (2021). Investigating a multiple mediated-effects model of instructional leadership and teacher professional learning in the Malaysian School Context: A partial least squares analysis. Educational Management Administration and Leadership. Advance online publication. https://doi.org/10.1177/17411432211009892

Trotsko, A. V., Rybalko, L. S., Kirilenko, O. G., & Trush, H. O. (2019). Teachers’ professional self-improvement in the conditions of distance learning implementation in higher education institutions. Information Technologies and Learning Tools, 72(4), 258272. https://doi.org/10.33407/itlt.v72i4.3088

Tschannen-Moran, M., & Barr, M. (2004). Fostering student learning: The relationship of collective teacher efficacy and student achievement. Leadership and Policy in Schools, 3(3), 189-209. https://doi.org/10.1080/15700760490503706

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1

Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956. https://doi.org/10.1016/j.tate.2006.05.003

Wang, F., Tang, H., Shen, W., Wang, Y., & Lo, L. N. (2021). Factors influencing teachers’ willingness to move in the Chinese school system. Asia Pacific Journal of Education, Advance online publication. https://doi.org/10.1080/02188791.2021.1923457

Wernerfelt, B. (1984). A resource‐based view of the firm. Strategic Management Journal, 5(2), 171-180. https://doi.org/10.1002/smj.4250050207

Wheatley, K. F. (2002). The potential benefits of teacher efficacy doubts for educational reform. Teaching and Teacher Education, 18(1), 5-22. https://doi.org/10.1016/S0742-051X(01)00047-6

Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81-91. https://doi.org/10.1037/0022-0663.82.1.81

Yang, H., Wang, M., Ju, Y., Wen, X., Wu, M., & Han, Q. (2020). Research on influencing factors of continuous learning willingness for online courses from the perspective of interaction. In 2020 International Conference on Information Science and Education (ICISE-IE) (pp. 342-346). IEEE. https://doi.org/10.1109/ICISE51755.2020.00082

Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher wellbeing: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015. https://doi.org/10.3102%2F0034654315626801

Zeid, H. A., Assadi, N., & Murad, T. (2017). The effect of junior high school teachers’ motivation and willingness to change on the diversity of their teaching methods. Theory and Practice in Language Studies, 7(12), 1160-1170. https://doi.org/10.17507/tpls.0712.02

Zhang, Y., Chen, T., & Wang, C. (2020). Factors influencing students’ willingness to choose blended learning in higher education. In S. Cheung, R. Li, K. Phusavat, N. Paoprasert & L. Kwok (Eds), Blended learning. Education in a smart learning environment. ICBL 2020 Lecture Notes in Computer Science (Vol. 12218, pp. 289-302). Springer. https://doi.org/10.1007/978-3-030-51968-1_24

Zhao, Y. (2020). COVID-19 as a catalyst for educational change. Prospects, 49(1), 29-33. https://doi.org/10.1007/s11125-020-09477-y

Zollo, M., & Winter, S. G. (2002). Deliberate learning and the evolution of dynamic capabilities. Organization Science, 13(3), 339-351. https://doi.org/10.1287/orsc.13.3.339.2780

...