The Characteristics of Effective Professional Development that Affect Teacher’s Self-Efficacy and Teaching Practice

This study aims to find out the characteristics of effective quality professional development that affect teachers’ self-efficacy from the perspective of junior secondary English Language teachers in Indonesia. This study used a mixed methods research. Data derived from the initial and follow-up questionnaires, TSG observations, and semi-structured interviews. The findings found that English language teachers perceived good quality PD are those activities that increase teachers’ knowledge and teaching skills, encourages collaboration, and is based on teachers’ classroom practical needs. The study suggests the need to involve teachers in the process of planning, designing, and implementing PD in order to maximize its benefits.


INTRODUCTION
In teacher education literature, a differentiation is often made between teacher professional development (PD) and teacher professional learning (PL). PD in its simplest form can be defined as "the development of competence or expertise in one's profession or the process of acquiring the skills needed to improve performance" as a teacher (Simpson, 2008as cited in Bachtiar, 2017. Professional learning, on the other hand, is a more recent term that implies to internal process through which teachers create professional knowledge (Timperley, Wilson, Barrar, & Fung, 2008). Poskitt and Taylor (2008) provide a succinct difference between PD and PL where they describe PD as having connotations of delivering some kinds of information to teachers in order to improve their practice, while PL implies a more internal process through which individual teachers create and develop professional knowledge.
As PD is the term most often used in the Indonesian context, in this article the term PD will be used rather than PL without there being a clear disparity between the two terms.
A growing consensus among researchers that innovative PD is seen to be the key to the success of any education reform initiative that helps teachers improve their teaching in the classroom (Boyle, Bachtiar The Characteristics of Effective Professional Development that Affect Teacher's Self-Efficacy and Teaching Practice DOI: https://doi.org/10. 31605/eduvelop.v3i2.624 Hollingsworth (2002) suggest PD should become a process to change teachers' knowledge, beliefs and attitudes. Change in these aspects should lead to changes in teachers' classroom practice and behaviour. Therefore, the main purpose of PD is to increase teacher's knowledge, skills, and attitude because these components have strong link to teacher's teaching practice (Penuel, Fishman, Yamaguchi, & Gallagher, 2007). Penuel et al. developed a model (see Figure   1) to understand teacher's learning in a more comprehensive professional development system by putting teacher's knowledge, skills and attitude in an active relationship with student's achievement or learning change as represented by various assessment models, and through classroom practical experiences. Many researchers also agreed that innovative PD is much more effective than traditional PD (Borko, 2004;Butler et al., 2004). Van (Garet et al., 2002). Butler, et al., (2004) criticize traditional models of PD as failing to deepen teachers' knowledge and being insufficient to change deep rooted beliefs in practice. Teachers often find traditional models are boring and irrelevant, and claim to forget more than ninety per cent of what they learn (Allen et al., 2005). Another problem with traditional approaches to PD is that the activities do not capitalize on the expertise of teachers, rather they operate from a deficit model (Feiman-Nemser, 2001). The problem with a deficit model is that it assumes teachers do not have sufficient information and skills to be successful in classrooms. This assumption implies that "teacher have been told often enough (or it has been taken for granted) that other people's understandings of teaching and learning are more important than their own and that their knowledge-gained from their daily work with students" (Murray, 2009, p. 22).
On the other hand, many researchers claim that innovative forms of PD are more effective to meet teachers' needs because most of these activities are in the form of collaboration and are grounded in teachers' classroom practice (e.g. Butler et al., 2004;Desimone et al., 2002;Penuel, Fishman, Yamaguchi, & Gallagher, 2007 teachers' knowledge and improve pedagogy (Darling-Hammond & McLaughlin, 1995;Desimone, 2009).
Innovative PD is also seen to help teachers enhance their self-efficacy (Karimi, 2011 one's ability to achieve something (Hoy, 2000); and (4) Physiological and emotional states refer to the physical and emotional reactions of the body during an activity. People's physical reaction to stressful situations can lead them to worry about their abilities to succeed.
Although it has been widely recognized that PD is an essential activity for teachers to help them update their knowledge and skills related to the learning they do, the results of recent studies show that attitudes and teacher's efficacy beliefs also contribute to their effectiveness as educators (Bandura, 1997;Pajares, 1996). Teacher's efficacy believe has been proven to be directly related to many positive aspects related to teacher behavior and attitudes (Pandang, Hajati, and Aswad 2019). However, few studies have been conducted regarding the effect of PD activities on teacher self-efficacy, especially in the Asian context. The Teacher Certification Program is designed to establish a quality benchmark for all teachers, including government and non-government teachers.
It provides a public guarantee of the standards of training and competency required from teachers.
In addition, the Teacher Certification also has been designed to harness a number of strategies to improve the quality and welfare of teachers (Sudarminta, 2000) This study examines the perceptions of junior

Indonesia
English is the first foreign language that was introduced and learned by students in Indonesia. Different to other foreign languages, English is a compulsory subject in high schools.
Students learn English for three years in junior high school (Years 7 through 9) and three years in senior high school (Years 10 through 12). In the present decade, English has been formally allowed to be introduced in elementary schools in Indonesia (Raja, 2009).
In the Indonesian context, there are two main reasons why English is important in relation to accelerating the development of the country. First, the development should be supported by the mastery of science and technology, and most of the books for science and technology are written in English. In the same way scientific information available on electronic media is also presented in English.
Second, English is the international language used for various international communication purposes, i.e. trade, diplomacy, politics and education. A good mastery of English is seen as a prerequisite for the success of developing Indonesia (Madya, 2010).
The important role of English as a medium of instruction in Indonesia is frequently collocated with 'globalization' and 'competition' (Coleman, 2011). The perception is that globalization is "synonymous with international competition; international competition in turn is assumed to involve the use of English; and using English appears to necessitate the learning of other subjects through English" (Coleman, 2011, p. 16). Figure 1 illustrates the correlation between globalization and learning English in Indonesia.

Figure 1
Perceived relationship between 'globalization' and other concepts (Coleman, 2011  This research was conducted in three districts in South Sulawesi Province. The researcher especially selected the three districts that were "likely to be information-rich" (Gall, Gall, & Borg, 2005, p. 310 questionnaires and the follow-up questionnaires consisted of the entire population of junior secondary English language teachers in the three districts.
The rationale for targeting all EFL teachers in the questionnaires is to ensure that the results obtained are as generalizable as possible for the three areas.
For TSGs observations, purposive sampling was used to identify three TSGs within the population that met the specific criteria and could be accessed. To  Table 1 shows the participants who responded the initial questionnaire and the follow-up questionnaire based on their teaching experiences and gender. novice teachers who took part in this study.

FINDINGS AND DISCUSSION
One of the aspects that has been observed in this research was teachers' perception of the quality of professional development activities they have participated in. Table 2 presents the participants' perception of PD they have attended. Conferences n/a n/a n/a n/a Note: the Q1 = the initial questionnaires; the Q2 = the follow-up questionnaires n/a = Not available   (3) is based on teachers' practical classroom needs. Following is the discussion of each of the three aspects.

PD Develops Teachers' Knowledge and Teaching Skills
The

Encourages Collaboration among Teachers (PD Participants)
The second characteristic of effective PD For me, the degree to which the participants can collaborate during PD process determines the quality of PD. The more opportunities participants have to share their knowledge and skills, and to give and get feedback, the greater the possibility of the participants getting benefits from PD. (IT.Ahmad.ET.RA).
The findings from this study are relatively well aligned with the Eisenhower model (Garet et al., 2002) that identified collaboration as a characteristic of effective PD. In the Eisenhower model, opportunities for collaboration reflected the structural feature of active and collective participation, which indicated that shared learning experiences encouraged reflection and support over time. The findings from this research study also concur with other previous research (e.g. Desimone, 2009;Penuel et al., 2007) that identifies the opportunity for teachers to collaborate and share knowledge and skills as a characteristic of effective PD.
The benefit of collaboration in PD is supported by social constructivist theories of learning (Lave & Wenger, 1991). Social constructivist theories of learning assume that learning occurs when individuals hear and share their thoughts and ideas, and articulate their own emerging understandings. On many occasions, the participating teachers agreed with the idea that learning is more effective when the opportunity exists to interact with others and with their environment (Williams, 2010

Practical Needs
The third major theme to emerge from the findings in relation to the characteristics of good quality PD was the perceived value of PD content that addressed teachers' practical classroom needs. The findings showed that the participants valued PD that was applicable to their daily classroom activities. PD content based on teachers' practical classroom needs aligns with the key characteristic of fostering coherence between teachers' work and their professional goals (Garet et al., 2002).
The findings from my study that showed PD needs to be based on teachers' real needs in classrooms, also concurs with some previous studies (Creemers, Kyriakides, & Antoniou, 2013;Karimi, 2011). A study by Karimi (2011), for example, pointed out that good quality PD programs are aimed specifically at raising teachers' operational knowledge of classroom practice which in turn boosts teachers' efficacy.
The participating teachers in my research reported that they needed PD activities that were suitable for their practical classroom needs and implied that teachers are adult learners who bring "a repository of information, consisting of direct experimentation and realities" (Ahedo, 2010, p. 67). Further, McGee (2011) also discusses the importance of teacher professional learning activities having a practical focus because this will enable teachers to value these activities as connected to their everyday work.
Interestingly, all of the participants in the interviews reported that when the content of PD addressed teachers' classroom practical needs, it enhanced teachers' self-efficacy. The findings from my study suggest that one way to help teachers enhance their self-efficacy is by ensuring that PD content is based on their practical needs. The findings from this study also support the need for educational policymakers to consider launching quality PD programs aimed specifically at raising teachers' operational knowledge and content standards which in turn appears to boost teachers' efficacy (Karimi, 2011). This study also suggests the need to involve teachers in the process of planning, designing, and implementing PD activities in order to maximize its success and benefits. Some of the participants in this research reported that on some occasions when they attended traditional PD activities, the content was not related to their teaching needs. Therefore, they suggested evaluating every PD activity so the organizer would know its usefulness in helping teachers improve their teaching practice.