The objective of this study was to examine the relationship between several factors, teachers’ demographics, teacher qualities, school context, gender and different forms of professional development (traditional and online), and their impact on teachers’ perceived self-efficacy. Numerical data were obtained from an online survey. The participants consisted of 389 school teachers from various regions in Saudi Arabia. The findings demonstrated a substantial correlation between some types of online professional development and the enhancement of teachers’ self-efficacy, particularly through engagement in professional learning communities. Conversely, conventional methods of professional development, such as conferences, and seminars, held less importance. Moreover, female teachers exhibited a greater degree of self-efficacy than their male counterparts. The results are analysed in terms of their implications for the design of professional development programmes for teachers, with a focus on enhancing teachers’ self-efficacy at a higher level.

Authors:
Badriah Algarni, Ministry of Education , Saudi Arabia

About the Presenter(s)
Dr. Badriah Algarni is a Graduate PhD student from the Department of Education, The University of York. Dr. Badriah does research in Educational Technology, blended and online learning.

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