Presenting a Model of the Impact of Collaborative Culture on Teachers' Teaching Self-Efficacy with an Emphasis on the Mediating Role of Professional Knowledge
Keywords:
Collaborative Culture, Teaching Self-Efficacy, Professional KnowledgeAbstract
Purpose: Teachers' teaching self-efficacy plays an effective role in improving students' learning, and it seems that collaborative culture and professional knowledge have an impact on it. Therefore, the present research was conducted with the aim of presenting a model of the impact of collaborative culture on teachers' teaching self-efficacy with an emphasis the mediating role of professional knowledge.
Methodology: This research was applied in terms of purpose and descriptive from type of corrilation in terms of implementation method. The research population was teachers of the first and second period of elementary schools in Bonab with number 420 people. The sample size based on the Cochran formula was estimated to be 201 people, who were selected using the stratified sampling method. Research data were collected using the collaborative culture questionnaire (William et al., 2004), professional knowledge questionnaire (Stronge, 2018), and teaching self-efficacy questionnaire (Tschannen-Moran, & Hoy, 2001) and analyzed using the structural equation modeling method in Smart PLS-3 software.
Findings: The results of the present research indicated that the model of the impact of collaborative culture on teachers' teaching self-efficacy with an emphasis the mediating role of professional knowledge had a good fit. Also, the direct effect of collaborative culture on professional knowledge, the direct effect of professional knowledge on teaching self-efficacy, and the direct effect of collaborative culture on teaching self-efficacy were positive and significant (P<0.01). In addition, the indirect effect of collaborative culture with the mediating of professional knowledge on teaching self-efficacy based on the Sobel statistic was significant (P<0.01).
Conclusion: According to the results of this research, managers, officials, and planners of the educational system to improve teachers' teaching self-efficacy can provide the basis for promoting a collaborative culture and professional knowledge of teachers through educational programs.
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Copyright (c) 2025 Jafar Beikzad; Mohammad Mahdi Binesh, Aynaz Naeim (Author)
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