The Relationship Between In-Service Training and Primary School Teachers' Self-Efficacy: Examining the Mediating Role of Readiness for Change: A Case Study of Primary School Teachers in Khorramabad

Abstract
Objective: The public education system was established during the industrial era and was primarily based on the knowledge, values, and norms of that time. However, today, both society and the world we live in have changed dramatically and are evolving at an exponential rate. Rapid technological advancements and extensive changes in the social, cultural, and economic environment have presented significant challenges to educational systems. One of the most crucial challenges is the inability to adapt quickly to emerging societal needs. In this regard, empowering teachers to manage change and provide effective instruction is of paramount importance. Increasing teachers' self-efficacy and their readiness to embrace change are two key factors in this process. In-service training, as a powerful tool for professional development, can play a significant role in enhancing these two variables. This study aimed to examine the mediating role of readiness for change in the relationship between in-service training and the self-efficacy of elementary school teachers in the city of Khorramabad.
Materials and methods: This study was applied in terms of its purpose and descriptive-correlational in terms of data collection, using structural equation modeling. The study population consisted of 2208 elementary school teachers in Khorramabad, from whom 327 were selected as the research sample using stratified random sampling. Data was collected using a questionnaire. Data analysis was performed using SPSS and SmartPLS software.
Result: Analysis of the demographic information of the respondents showed that 212 (64.84%) of the respondents were women and 115 (35.16%) were men. In terms of educational level, 149 (45.56%) had a bachelor's degree, 167 (51.08%) had a master's degree, and 11 (3.36%) had a doctorate. Analysis of the descriptive statistics of the research variables showed that the mean of each of the variables of in-service training, self-efficacy, and readiness for change was 4.20, 4.59, and 4.14, respectively. The results of the structural equation modeling showed that the variable of in-service training had a significant effect on self-efficacy (B = 0.168) and in-service training also had a significant effect on readiness for change (B = 0.593). Moreover, the variable of readiness for change had a significant effect on self-efficacy (B = 0.543). The results obtained from the Sobel test (Z_Value = 6.90) also showed that readiness for change is a mediating variable in the relationship between in-service training and self-efficacy of teachers.
Discussion: The findings of this study indicated that in-service training acts as a key factor in increasing teachers' self-efficacy, and this relationship is facilitated by strengthening their readiness for change. These findings are consistent with the results of previous studies and emphasize the importance of designing dynamic and responsive training programs to meet the needs of teachers. The effectiveness of in-service training also depends on the design, proper implementation, and quality of training content. Teachers may have different experiences with these courses, which can affect their perception of the impact of these trainings. Based on the results of this study, it is recommended that educational policymakers invest in needs-based in-service training and the use of active learning methods to improve the quality of education and increase teacher motivation. Additionally, creating teacher peer networks and providing opportunities for experience sharing can play a significant role in strengthening teachers' readiness for change and increasing their self-efficacy. These results emphasize the importance of designing targeted training programs that not only strengthen teachers' skills and knowledge but also prepare them to accept and implement change. Policymakers and educational planners, considering technological developments and the new requirements of education, can adopt new approaches in in-service training. This can significantly contribute to improving teaching quality, increasing teacher motivation, and enhancing student learning outcomes.