Keywords
professional development
online course
theory of planned behavior (TPB)
developing countries teacher engagement
professional development
online course
theory of planned behavior (TPB)
How to Cite
Abstract
Teachers’ professional development (TPD) plays a crucial role in enhancing teachers’ knowledge and competencies. Due to rapid technological changes, online TPD has become popular worldwide, including in Indonesia. Nevertheless, teacher participation in online TPD in Indonesia remains relatively limited, primarily due to challenges commonly encountered in developing countries. This study aims to examine the determinants of teachers’ engagement in online TPD by employing the Theory of Planned Behavior. This study employs an online survey involving 255 senior high school teachers and analyzes using structural equation modeling. The results demonstrate that teachers’ engagement in online TPD is directly influenced by their intention and perceived behavioral control. Furthermore, teachers’ intention is significantly shaped by three exogenous variables: attitudes toward the behavior, subjective norms, and perceived behavioral control. The findings also reveal that intention mediates the indirect effects of the three exogenous variables on teachers' engagement in online TPD. These results underscore the necessity of fostering a supportive environment through social encouragement from school administrators, colleagues, and professional networks. Moreover, adequate technological and financial support is essential to enhance teachers’ effective use of online learning platforms. Emphasizing meaningful professional development beyond certification can promote more engaging and impactful learning experiences for teachers.
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