Professional development and teaching quality: Evidence from Indonesian teachers
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Teachers play a crucial role in delivering high-quality instruction. Consequently, teachers must stay current with evolving pedagogical knowledge through ongoing professional development. Nevertheless, scholars have posited that the effectiveness of professional development varies depending on the specific field and domain. This study aims to investigate the impact of teacher professional development (TPD) on the quality of teaching among economics teachers in senior high schools in Indonesia. By doing so, it seeks to enrich our comprehension of TPD across diverse fields and domains. This research involved a randomly selected sample of 376 economics teachers from senior high schools across five major Indonesian islands. We employed an online questionnaire to engage with these participants. Structural equation modeling (SEM) was utilized through the SmartPLS 3.0 software to analyze the research model. The results revealed a positive correlation between teacher professional development and three dimensions of teaching quality: cognitive activation, student support, and classroom management. This study contributes to an enhanced understanding of the role of TPD in elevating teaching quality within the context of Indonesian economics teachers, particularly in senior high schools. Practical implications are discussed.
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