Teacher Professional Development Program in a Disadvantaged Area
The study examines the effects of teachers' participation in a mandatory professional development (PD) program on the sources of teacher self-efficacy beliefs, and teacher classroom behaviours. Samples of this study were 356 primary school teachers in Bima, Indonesia. The findings showed that sources of self-efficacy beliefs played an essential role as the mediating factor between Indonesian teacher PD program and teacher classroom behaviours. Results of the study answers why teacher PD program does not affect teachers' daily practices in Indonesia, explains the contextual bounds in the study site, and suggests the future direction of Indonesian mandatory teacher PD program.