The Influence of Academic Supervision and Professional Learning Community (PLC) on Teacher Professional Competency: Does the Mediation of Self-Confidence Matter?
Abstract
This research explores self-confidence's role as a mediator in the influence between academic supervision, the Professional Learning Community (PLC), and teacher professional competence. The survey method was used to collect data based on purposive sampling from 60 teachers at SMAN 2 Ponorogo who were involved in the PLC program. Data collection was carried out using a questionnaire consisting of a Likert scale with 4 alternative answers. PLS-SEM analysis was used to analyze data and test the conceptual model. The results of the analysis show that academic supervision does not have a significant effect on teachers' self-confidence and professional competence. In addition, self-confidence was proven not to mediate the influence between academic supervision and PLC professionalism on teacher professional competence. These findings highlight the importance of self-confidence in facilitating the development of teachers' professional competence through academic supervision and participation in learning communities. The practical implication of this research is the need for a holistic approach to teacher development, which does not only focus on the technical aspects of expertise but also psychological aspects such as self-confidence. Research supports efforts to design professional development programs that strengthen teachers' self-confidence and integrate academic supervision and PLC professionalism to enhance their professional competence
Metrics
References
Apriliani, F. D., Widihastuti, Daryono, R. W., Jaya, D. J., & Rizbudiani, A. D. (2023). The Influence of Fashion Knowledge, Fashion Selection Factor, and Dress Etiquette on Dress Look. Jurnal Pendidikan Dan Pengajaran, 56(1), https://doi.org/10.23887/jpp.v56i1.53677
Cui, Y., Wang, J., Zhou, Q., & Lin, Y. (2022). Understanding K12 Teachers’ Continuance Intention and Behavior toward Online Learning Communities. 2022 International Symposium on Educational Technology (ISET), 93–97. https://doi.org/10.1109/ISET55194.2022.00027
Daryono, R. W., Hariyanto, V. L., Usman, H., & Sutarto, S. (2020). Factor analysis: Competency framework for measuring student achievements of architectural engineering education in Indonesia. REID (Research and Evaluation in Education), 6(2), https://doi.org/10.21831/reid.v6i2.32743
Daryono, R. W., Hidayat, N., Nurtanto, M., & Fu’adi, A. (2024). The development of a competency framework for architectural engineering graduates: Perspectives by the construction industry in Indonesia. Journal of Technology and Science Education, 14(2), https://doi.org/10.3926/jotse.1986
Daryono, R. W., Ramadhan, M. A., Kholifah, N., Isnantyo, F. D., & Nurtanto, M. (2023). An empirical study to evaluate the student competency of vocational education. International Journal of Evaluation and Research in Education (IJERE), 12(2), https://doi.org/10.11591/ijere.v12i2.22805
De Smul, M., Heirweg, S., Devos, G., & Van Keer, H. (2019). School and teacher determinants underlying teachers’ implementation of self-regulated learning in primary education. Research Papers in Education, 34(6), 701–724. https://doi.org/10.1080/02671522.2018.1536888
Fauzan, A., Triyono, M. B., Hardiyanta, R. A. P., Daryono, R. W., & Arifah, S. (2023). The Effect of Internship and Work Motivation on Students’ Work Readiness in Vocational Education: PLS-SEM Approach. Journal of Innovation in Educational and Cultural Research, 4(1), https://doi.org/10.46843/jiecr.v4i1.413
Hariyanto, V. L., Daryono, R. W., Hidayat, N., Prayitno, S. H., & Nurtanto, M. (2022). A framework for measuring the level of achievement of vocational students competency of architecture education. Journal of Technology and Science Education, 12(1), https://doi.org/10.3926/jotse.1188
Hashim, R., Aldaba, A. M., M.Haneef, M. A., & Noordin, M. F. (2023). Partial Least Squares Modelling of Factors Influencing Empathy among Malaysian Secondary School Students. Malaysian Journal of Learning and Instruction, 20(1), https://doi.org/10.32890/mjli2023.20.1.4
Herman, H., & Khalaf, O. I. (2023). Evidence from School Principals: Academic Supervision Decision-making on Improving Teacher Performance in Indonesia. Advances in Decision Sciences, 27(3), https://doi.org/10.47654/v27y2023i3p46-71
Hizam, S. M., Akter, H., Sentosa, I., & Ahmed, W. (2021). Digital competency of educators in the virtual learning environment: A structural equation modeling analysis. IOP Conference Series: Earth and Environmental Science, 704(1), 012023. https://doi.org/10.1088/1755-1315/704/1/012023
Hoekstra, A., & Newton, P. (2017). Departmental leadership for learning in vocational and professional education. Empirical Research in Vocational Education and Training, 9(1), 12. https://doi.org/10.1186/s40461-017-0057-0
Huang, C., Li, C., Zhao, F., Zhu, J., Wang, S., Yang, J., & Sun, G. (2023). Parental, Teacher and Peer Effects on the Social Behaviors of Chinese Adolescents: A Structural Equation Modeling Analysis. Brain Sciences, 13(2), https://doi.org/10.3390/brainsci13020191
Huang, J.-C. (2023). Detecting the relationships of teacher’s growth mindset, grit, and receptivity in curriculum reform responding to PISA key-competency assessment. Social Psychology of Education, 26(6), 1543–1563. https://doi.org/10.1007/s11218-023-09803-0
Hyndman, B. (2017). Perceived Social-Ecological Barriers of Generalist Pre-Service Teachers towards Teaching Physical Education: Findings from the GET-PE study. Australian Journal of Teacher Education, 42(7), 1–21. https://doi.org/10.14221/ajte.2017v42n7.3
Ken, H., Yin, H., Tam, W. W. Y., & Keung, C. P. C. (2023). Principal leadership practices, professional learning communities, and teacher commitment in Hong Kong kindergartens: A multilevel SEM analysis. Educational Management Administration & Leadership, 51(4), 889–911. https://doi.org/10.1177/17411432211015227
Kulophas, D., & Hallinger, P. (2020). Leadership that matters: Creating cultures of academic optimism that support teacher learning in Thailand. Journal of Educational Administration, 58(6), 605–627. https://doi.org/10.1108/JEA-12-2019-0222
Kurup, P. M., Li, X., Powell, G., & Brown, M. (2019). Building future primary teachers’ capacity in STEM: Based on a platform of beliefs, understandings and intentions. International Journal of STEM Education, 6(1), 10. https://doi.org/10.1186/s40594-019-0164-5
Li, Q. (2022). Examine the Moderating Role of Teacher’s Self-Efficacy in the Relationship Between the Job Satisfaction and Professional Learning Community in China. Frontiers in Psychology, 13(3), 1–16.
Li, X., Chen, S.-H., Lee, C.-Y., Li, A., Gao, M., Cai, X., Hsueh, S.-C., & Chiang, Y.-C. (2023). Mediating Effects of Academic Self-Efficacy and Depressive Symptoms on Prosocial/Antisocial Behavior Among Youths. Prevention Science, 9(3), 1–18. https://doi.org/10.1007/s11121-023-01611-4
Mbato, C. L. (2023). Empowering Indonesian students’ regulation of feelings and attitudes in EFL learning through action-oriented reflections. Educational Action Research, 31(3), 490–509. https://doi.org/10.1080/09650792.2021.2002169
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(3), 1–17. https://doi.org/10.1016/j.chb.2020.106481
Noor, I., Herlinawati, H., & Sofyaningrum, E. (2020). The Academic Supervision of the School Principal: A Case in Indonesia | Journal of Educational and Social Research. Journal of Educational and Social Research, 10(4), 81–93. https://doi.org/10.36941/jesr-2020-0067
Pietarinen, J., Pyhältö, K., & Soini, T. (2016). Teacher’s professional agency – a relational approach to teacher learning. Learning: Research and Practice, 2(2), 112–129. https://doi.org/10.1080/23735082.2016.1181196
Putra, K. A. J., Triyono, M. B., & Daryono, R. W. (2022). The Influence of Entrepreneurship Competency and Leadership Challenge to Principals’ Leadership Solutions. Jurnal Pendidikan Dan Pengajaran, 55(2), Article 2. https://doi.org/10.23887/jpp.v55i2.43711
Rahimi, A. R., & Mosalli, Z. (2024). The role of twenty-first century digital competence in shaping pre-service teacher language teachers’ twenty-first century digital skills: The Partial Least Square Modeling Approach (PLS-SEM). Journal of Computers in Education, 14(2), 1–19. https://doi.org/10.1007/s40692-023-00307-6
Ramanan, B., & Mohamad, M. B. (2020). Validating a Model of Change Readiness among Malaysian School Teachers: A Structural Equation Modeling Approach. International Journal of Learning, Teaching and Educational Research, 19(2).
Singh, N., & Loh, S. C. (2024). Professional learning communities and trust in colleagues as determinants of collective teacher efficacy in Malaysian primary schools: An SEM analysis. Education 3-13, 13(2), 1–19. https://doi.org/10.1080/03004279.2024.2305867
Ștefan, S. C., Popa, I., & Mircioiu, C.-E. (2023). Lessons Learned from Online Teaching and Their Implications for Students’ Future Careers: Combined PLS-SEM and IPA Approach. Electronics, 12(9), https://doi.org/10.3390/electronics12092005
Sulistiani, I. R., Setyosari, P., Sa’dijah, C., & Praherdhiono, H. (2023). Technology integration through acceptance of e-learning among preservice teachers. Indonesian Journal of Electrical Engineering and Computer Science, 31(3), Article 3. https://doi.org/10.11591/ijeecs.v31.i3.pp1821-1828
Supriyanto, S., Munadi, S., Daryono, R. W., Tuah, Y. A. E., Nurtanto, M., & Arifah, S. (2022). The Influence of Internship Experience and Work Motivation on Work Readiness in Vocational Students: PLS-SEM Analysis. Indonesian Journal on Learning and Advanced Education (IJOLAE), 5(1), https://doi.org/10.23917/ijolae.v5i1.20033
Suyatno, S., Istiningsih, E., Wantini, W., Hidayati, D., Fajria, A., & Zulaiha, S. (2023). Contribution of academic supervision to vocational students’ learning readiness. International Journal of Evaluation and Research in Education (IJERE), 12(2), Article 2. https://doi.org/10.11591/ijere.v12i2.24422
Szabó, É., Kóródi, K., Szél, E., & Jagodics*, B. (2021). Facing the Inevitable: The Effects of Coronavirus Disease Pandemic and Online Teaching on Teachers’ Self-Efficacy, Workload and Job Satisfaction. Facing the Inevitable: The Effects of Coronavirus Disease Pandemic and Online Teaching on Teachers’ Self-Efficacy, Workload and Job Satisfaction, 11(1), 151–162.
Tao, Y., & Yu, J. (2024). Cultural threads in writing mastery: A structural analysis of perfectionism, learning self-efficacy, and motivation as mediated by self-reflection in Chinese EFL learners. BMC Psychology, 12(1), 1–13. https://doi.org/10.1186/s40359-024-01572-5
Thohir, M. A., Sukarelawan, Moh. I., Handayani, R. D., Ahdhianto, E., & Mas’ula, S. (2021). Web Pedagogical Content Knowledge-Self Efficacy of Pre-Service Physics Teacher. 2021 7th International Conference on Education and Technology (ICET), 7, 60–64. https://doi.org/10.1109/ICET53279.2021.9575073
Voelkel Jr., R. H. (2022). Causal relationship among transformational leadership, professional learning communities, and teacher collective efficacy. International Journal of Leadership in Education, 25(3), 345–366. https://doi.org/10.1080/13603124.2019.1690699
Voelkel Jr., R. H., & Chrispeels, J. H. (2017). Understanding the link between professional learning communities and teacher collective efficacy. School Effectiveness and School Improvement, 28(4), 505–526. https://doi.org/10.1080/09243453.2017.1299015
Wang, S., Sun, Z., & Chen, Y. (2023). Effects of higher education institutes’ artificial intelligence capability on students’ self-efficacy, creativity and learning performance. Education and Information Technologies, 28(5), 4919–4939. https://doi.org/10.1007/s10639-022-11338-4
Widayanto, L. D., Soeharto, S., Sudira, P., Daryono, R. W., & Nurtanto, M. (2021). Implementation of the Education and Training Program seen from the CIPPO Perspective. Journal of Education Research and Evaluation, 5(4), https://doi.org/10.23887/jere.v5i4.36826
Widyastuti, P., Hadi, S., Daryono, R. W., & Samad, N. B. A. (2023). The Mediation Role of University Environment in the Relationship between Self-Efficacy and Family Environment on Entrepreneurial Education Interest: A PLS-SEM Approach. Indonesian Journal on Learning and Advanced Education (IJOLAE), 5(3), https://doi.org/10.23917/ijolae.v5i3.22015
Yang, S., Azari Noughabi, M., & Jahedizadeh, S. (2022). Modelling the contribution of English language learners’ academic buoyancy and self-efficacy to L2 grit: Evidence from Iran and China. Journal of Multilingual and Multicultural Development, 12(2), 1–17. https://doi.org/10.1080/01434632.2022.2062368
Yildiz Durak, H., Atman Uslu, N., Canbazoğlu Bilici, S., & Güler, B. (2023). Examining the predictors of TPACK for integrated STEM: Science teaching self-efficacy, computational thinking, and design thinking. Education and Information Technologies, 28(7), 7927–7954. https://doi.org/10.1007/s10639-022-11505-7
Yuan, Z., Deng, X., Ding, T., Liu, J., Tan, Q., Yuan, Z., Deng, X., Ding, T., Liu, J., & Tan, Q. (2023). Factors influencing secondary school teachers’ usage behavior of dynamic mathematics software: A partial least squares structural equation modeling (PLS-SEM) method. Electronic Research Archive, 31(9), Article era-31-09-287. https://doi.org/10.3934/era.2023287
Zeinabadi, H. (2022). Principals’ role in teachers’ knowledge-sharing beliefs, intention and behaviour in Iranian schools: Exploring the impact of knowledge-sharing leadership. Journal of Educational Administration, 60(5), 493–510. https://doi.org/10.1108/JEA-09-2021-0168
Zhu, R., Liu, Z., Zhao, G., Huang, Z., & Yu, Q. (2023). The impact of institutional management on teacher entrepreneurship competency: The mediating role of entrepreneurial behaviour. The International Journal of Management Education, 21(2), 1–10. https://doi.org/10.1016/j.ijme.2023.100794
Copyright (c) 2024 Andreas Fredyansa Harwisaputra
This work is licensed under a Creative Commons Attribution 4.0 International License.
Dengan mengirimkan naskah artikel, berarti penulis setuju dengan segala kebijakan yang ditetapkan oleh jurnal dan penerbit.
Penulis menyatakan bahwa:
- kebijakan ini telah diketahui dan disetujui bersama oleh semua penulis;
- naskah artikel belum dipublikasikan secara resmi sebelumnya di media ber-ISSN atau ber-ISBN yang terdaftar, kecuali dalam bentuk abstrak atau sebagai bagian dari materi kuliah, atau skripsi/tesis/disertasi yang tidak diterbitkan;
- naskah tidak sedang dalam proses editorial dan dipertimbangkan untuk publikasi di tempat lain;
- publikasi naskah ini telah disetujui oleh semua penulis, institusi afiliasi penulis, otoritas yang bertanggung jawab, dan lembaga di mana kegiatan telah dilakukan;
- naskah berisi materi yang aman dari pelanggaran hak cipta;
Perjanjian Hak Cipta dan Lisensi
- Penulis memiliki hak cipta dan hak kepemilikan lainnya yang terkait dengan artikel.
- Penulis memiliki hak dan diizinkan untuk menggunakan substansi artikel untuk karya-karya penulis berikutnya, termasuk untuk keperluan bahan/materi kuliah dan buku.
- Penulis menyerahkan hak publikasi pertama kepada jurnal dengan di bawah Lisensi Creative Commons (CC BY 4.0).
Pernyataan Lisensi CC BY 4.0
Anda diperbolehkan:
- Berbagi — menyalin dan menyebarluaskan kembali materi ini dalam bentuk atau format apapun;
- Adaptasi — menggubah, mengubah, dan membuat turunan dari materi ini untuk kepentingan apapun, termasuk kepentingan komersial.
Pemberi lisensi tidak dapat mencabut ketentuan di atas sepanjang Anda mematuhi ketentuan lisensi berikut ini.
- Atribusi — Anda harus mencantumkan nama yang sesuai, mencantumkan tautan terhadap lisensi, dan menyatakan bahwa telah ada perubahan yang dilakukan. Anda dapat melakukan hal ini dengan cara yang sesuai, namun tidak mengisyaratkan bahwa pemberi lisensi mendukung Anda atau penggunaan Anda.
- Tidak ada pembatasan tambahan — Anda tidak dapat menggunakan ketentuan hukum atau sarana kontrol teknologi yang secara hukum membatasi orang lain untuk melakukan hal-hal yang diizinkan lisensi ini.