Strengthening teacher self-efficacy through SPS collaborative supervision model as continuing professional development for Physical Education in vocational schools
Year: 2026
Type: article
Abstract: Introduction: Teacher self-efficacy is crucial for improving Physical Education, yet supervision is often administrative rather than developmental. Objective: This study developed and validated the SPS (Support–Participant–Skill) collaborative supervision model as a continuing professional development framework for strengthening teacher self-efficacy in Physical Education. Methodology: A Research and Development design with an embedded one-group pretest–posttest evaluation involved 70 teachers from 20 vocational schools in 10 cities across 5 Indonesian provinces. Data were collected using expert validation sheets, feasibility and perceived effectiveness questionnaires, teacher self-efficacy scales, observation sheets, and reflection forms. Results: SPS showed high validity (96.9%), feasibility (89.4%), perceived effectiveness (89.4%), and a significant increase in teacher self-efficacy from 3.39 to 4.08 (p < .001). Discussion: SPS repositioned supervision as supportive, participatory, and skill-oriented professional learning. Conclusion: SPS provides a practical school-based CPD model for strengthening Physical Education teacher self-efficacy.
Source: Retos
Authors: Hamidah Darma, Rosmala Dewi, Zuraida Lubis
Institution: State University of Medan
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $215
OpenAlex ID: W7160927002