Journal of Management and Planning In Educational System

Journal of Management and Planning In Educational System

The Impact of In-Service Training on Elementary Teachers' Self-Efficacy: The Mediating Role of Readiness for Change: A Case Study of Elementary School Teachers in Khorramabad

Document Type : Scientific - Research

Authors
Rezvan Shiri 1
Iraj Nikpay 2
Saeed Farahbakhsh 2
1 Ph.D. Student in Educational Management, Department of Educational Sciences, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran
2 Associate Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran
10.48308/mpes.2025.238393.1543
Abstract
Objectives: Rapid technological advancements and widespread sociocultural and economic transformations have posed significant challenges to educational systems. One of the most critical challenges is the inability to adapt swiftly to emerging societal needs. In this context, empowering teachers to manage change and deliver effective instruction is particularly important. Enhancing teachers' self-efficacy and readiness to embrace change are two key factors in this process. In-service training, as a powerful tool for teachers' professional development, can play a pivotal role in enhancing these two variables. This study aimed to investigate the mediating role of readiness for change in the relationship between in-service training and the self-efficacy of primary school teachers in Khorramabad.
Materials and methods: This study was applied in terms of its purpose and employed a descriptive-correlational design in terms of data collection, using structural equation modeling. The study population consisted of 2,208 primary school teachers in Khorramabad, from whom 327 were selected as the research sample using stratified random sampling. Data were collected using standardized questionnaires. Data analysis was performed using SPSS and SmartPLS software.
Discussion and Conclusion: The results of the structural equation modeling showed that in-service training had a significant effect on self-efficacy (B = 0.168) and readiness for change (B = 0.593). Furthermore, readiness for change had a significant effect on self-efficacy (B = 0.543). The results of the bootstrapping analysis of the indirect effect (B = 0.322) and the Sobel test (Z-value = 6.90) also indicated that readiness for change mediates the relationship between in-service training and teachers' self-efficacy. The findings of this study revealed that in-service training plays a pivotal role in enhancing teachers' self-efficacy by strengthening their readiness to embrace change. The effectiveness of such training depends on purposeful design, high-quality content, and active learning methodologies that align with teachers' actual needs and contemporary educational developments. To achieve optimal outcomes, it is recommended that educational policymakers prioritize local needs assessments, establish professional collaboration networks, and employ interactive models. This approach not only enhances teachers' technical skills but also fosters positive attitudes toward change. Such strategies can facilitate the adoption of innovations, improve teaching quality, and strengthen the educational system's resilience in addressing the dynamic challenges of the digital age. This study underscores the need to integrate theoretical and practical considerations into the design of professional development programs, thereby empowering teachers to act as agents of change in advancing educational goals.
Keywords
Education
In-service Training
Self-efficacy
Readiness for Change
Elementary School Teachers
Khorramabad
Alfaidi, S. D. A., & Elhassan, F. A. M. (2020). The Role of In-Service Training Programs in Teachers Development. International Journal of Learning and Teaching, 6(3), 191-95. DOI: 10.18178/ijlt ‏
Alfaidi, S. D. A., & Elhassan, F. A. M. (2020). The Role of In-Service Training Programs in Teachers Development. International .Journal of Learning and Teaching, 6(3), 191-95.‏ DOI: 10.18178/ijlt.6.3.191-195
Alhothali, H. M. (2021). Inclusion of 21st century Skills in teacher preparation programs in the light of global expertise. International Journal of Education and Practice, 9(1): 105-127. DOI: 10.18488/journal.61.2021.91.105.127
Alkahtani, K. D. (2024). Professional development: Improving teachers’ knowledge and self-efficacy related to emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 32(1), 14-23. DOI:https://doi.org/10.1177/10634266221130049‏
Almohammadi,M., Almuhammadi,A,.(2024).The Effect of Service Training on English Teachers’ Beliefs and Attitudes.International Journal of English Linguistics. 14(4):104 DOI:10.5539/ijel.v14n4p104
Anderson, D., & Anderson, L. A. (2015). Beyond change management: Advanced strategies for transformative leaders today (M. S. N. Mirali, S. M. A. Al-Madrasi, & H. Mohseni, Trans.). Tehran: Mehrabane Nashr. [In Persian]
Armenakis, A.; Harris, S.; Mossholder, K. (1993). Creating readiness for organizational change. Human Relations, 46 (6): 681-703. DOI: https://doi.org/10.1177/001872679304600601
Armstrong, M. I.; McCrae, J. S.; Graef, M. I.; Richards, T.; Lambert, D.; Bright, C. L.; Sowell, C. (2014). Development and initial findings of an implementation process measure for child welfare system change. Journal of Public Child Welfare, 8 (1): 94-177. DOI: 10.1080/15548732.2013.873759
Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25(5), 729–735. DOI: https://doi.org/10.1037/0012-1649.25.5.729
Bandura, A. (1997). Self-efficacy: The exercise of control (Vol. 604). Freeman. DOI: https://doi.org/10.1037/10522-094 
Boulden, D. C., Rachmatullah, A., Oliver, K. M., and Wiebe, E. (2021). Measuring in-service teacher self-efficacy for teaching computational thinking: development and validation of the T-STEM CT. Educ. Inf. Technol. 26, 4663–4689. DOI: 10.1007/s10639-021-10487-2
Brown, C., White, R., & Kelly, A. (2023). Teachers as educational change agents: What do we currently know? Findings from a systematic review. Emerald Open Research, 1(3). DOI: https://doi.org/10.1108/EOR-03-2023-0012
Cingel Bodinet, J. (2016). Pedagogies of the futures: Shifting the educational paradigms. European Journal of Futures Research, 4(1): 21. DOI 10.1007/s40309-016-0106-0
Cioloca, A. M., & Bocoș, M. (2023). Reflection and Self-Analysis of Teaching Activity, an Opportunity for Professional Development. European Proceedings of Educational Sciences. https://www.europeanproceedings.com/pdf/article/10.15405/epes.23045.8
Davari, A; Rezazadeh, A (2014). Structural Equation Modeling with PLS Software. Tehran: Jahad Daneshgahi Publication Organization.[ In Persian]
Dunham, R. B.; Grube, J. A.; Gardner, D. G.; Cummings, L. L.; Pierce, J. L. (1989). The development of an attitude toward change instrument. Paper presented at the Academy of Management Annual Meeting, Washington, DC.https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=119f14d3e57cfbfb1f2726bbcefcb5eb2dd17589
Eliyana, A., Emsza, B., & Istyarini, W. (2016). The relationship between self efficacy and readiness for change: The mediator roles of employee empowerment. Mediterranean Journal of Social Sciences. MCSER Publishing, Rome-Italy, 7(3). DOI:10.5901/mjss.2016.v7n3s1p201 ‏
Escudero, T. (2019). Evaluacion del profesorado como camino directo hacia la mejora de la calidad educativa. Revista de Investigaci´on Educativa, 37(1): 15–37.  DOI: http://dx.doi.org/10.6018/rie.37.1.342521
Esfidani, M. R., Mohsenin, S. (2014). Structural equations based on partial least squares approach using Smart-PLS software: Educational and practical. Tehran: Mehraban Eshar Institute of Books. [In Persian]
Ferrari, M., Mura, G., & Diamantini, D. (2018). Digital innovation in education: Occupational stress and attitude toward change among schoolteachers. American Journal of Educational Research, 6(2), 142-148. DOI:10.12691/education-6-2-9‏
Finnegan, R. S. (2013). Linking teacher self-efficacy to teacher evaluations. Journal of Cross-Disciplinary Perspectives in Education, 6(1), 18-25.‏ https://jcpe.wmwikis.net/file/view/Finnegan_Linking_Efficacy_to_Evaluations.pdf
Flores, E., Xu, X., & Lu, Y. (2020). Human Capital 4.0: a workforce competence typology for Industry 4.0. Journal of Manufacturing Technology Management, 31(4), 687-703. DOI: https://doi.org/10.1108/JMTM-08-2019-0309
Fullan, M. (2020). The nature of leadership is changing. European Journal of Education, 55(2), 139-142. https://atrico.org/wp-content/uploads/2019/11/The-nature-of-leadership-is-changing.pdf
Gaudreau, N., Royer, É., Frenette, É., Beaumont, C., & Flanagan, T. (2013). Classroom behaviour management: The effects of in-service training on elementary teachers’ self-efficacy beliefs. McGill Journal of Education, 48(2), 359-382. DOI: https://doi.org/10.7202/1020976arCopiedAn error has occurred‏
Genie Dessie, H. (2024). The relationship between teachers’ engagement in school-based continuous professional development and their readiness for change in the Injibara City Administration primary schools of Ethiopia. Education 3-13, 1–14. DOI: https://doi.org/10.1080/03004279.2024.2378872
Gökdemir, M. A. (2024). Exploring Technological Pedagogical Content Knowledge (TPACK) Among Visual Arts Teachers. International Journal of Progressive Education, 20(5). DOI: 10.29329/ijpe.2024.1063.2 ‏
Goroshit, M., & Hen, M. (2014). Does Emotional Self-Efficacy Predict Teachers' Self-Efficacy and Empathy?. Journal of Education and Training Studies, 2(3), 26-32.‏ DOI: https://doi.org/10.11114/jets.v2i3.359
Guskey, T. R. (2002). Professional development and teacher change. Teachers and teaching, 8(3), 381-391. DOI:10.1080/135406002100000512‏
Habibpour Gatabi, K., Safari Shali, R. (2009). A comprehensive manual to using SPSS in survey researches (quantitative data analysis). Tehran: Louyeh, Mutafkaran. [In Persian]
Haqq, Z. N., Nurhayati, N., Sharom, N. Q., & Ismail, F. L. M. (2021). Linking perceived supervisory support and self-efficacy for change to individual readiness for change. Jurnal Bisnis dan Manajemen, 8(2), 392-404. DOI:https://doi.org/10.26905/jbm.v8i2.6644 ‏
Haque, M. M. (2008). A study of the relationship between the learning organization and organizational readiness for change. ProQuest. https://search.proquest.com/openview/bf8dba1bd44dc11c1676e7e600eacc46/1?pq-origsite=gscholar&cbl=18750
Hersey, P., & Blanchard, K. (2013). Management of organizational behavior: Applications of human resources (A. Alaqaband, Trans.). Tehran: Amir Kabir Publications. [In Persian]
Khoroushi, A., & Zolfaghari, H. (2013). Management and leadership theories. Tehran: Yestron Press. [In Persian]
Klassen, R. M., and Tze, V. M. C. (2014). Teachers' self-efficacy, personality, and teaching effectiveness: a meta-analysis. Educ. Res. Rev. 12, 59–76. DOI: 10.1016/j.edurev.2014.06.001
Kohler, L. A., Borokhovski, E. F., Tamim, R. M., Pickup, D. I., & Bernard, R. M. (2024). The Contribution of Student-Centered Pedagogy to the Effective Use of Educational Technology: A Meta-Analysis. Current Perspectives in Educational Research, 7(1), 68–85. DOI: https://doi.org/10.46303/cuper.2024.5
Kondakci, Y., Beycioglu, K., Sincar, M., & Ugurlu, C. T. (2015). Readiness of teachers for change in schools. International Journal of Leadership in Education, 20(2), 176-197. DOI:https://doi.org/10.1080/13603124.2015.1023361
Koshkinbayeva, N., Shagataeva, Z., Utepova, A., Taukebayeva, K., Kurmantayeva, S. (2023). Exploring pre-service visual art teachers’ competitiveness through porter’s five forces model. Journal of Education and e-Learning Research, 10(3): 389-396. DOI: 10.20448/jeelr.v10i3.4726
Latouche, A. P., & Gascoigne, M. (2019). In-Service Training for Increasing Teachers’ ADHD Knowledge and Self-Efficacy. Journal of Attention Disorders, 23(3), 270-281. DOI: https://doi.org/10.1177/1087054717707045
Lazarides, R., & Warner, L. M. (2020). Teacher self-efficacy. Oxford research encyclopedia of education, 1e22.‏DOI: https://doi.org/10.1093/acrefore/9780190264093.013.890
Lewin, K. (1947). Frontiers in group dynamics: Concept, method and reality in social Science; social equilibria and social change. Human relations, 1 (1): 5-41. DOI: https://doi.org/10.1177/001872674700100103
Li, S. (2023). The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: a mediation model. Frontiers in psychology, 14, 1185079.  DOI 10.3389/fpsyg.2023.1185079
Lyman, R. K.; Daloisio, T. C. (2018). Looking to manage change successfully? It is dependent on alignment at every level. Development and Learning in Organizations: An International Journal, 32 (1): 4-7. DOI:http://dx.doi.org/10.1108/DLO-09-2017-0072
Marzooghi, R., Sahranavard, M., & Haidari, E. (2017). Readiness for Change in the Relationship between Abusive Supervision and Innovative Self-efficiency of Employees of Shiraz University of Medical Sciences. Health and Development Journal, 6(2), 110-122. [In Persian]  https://jhad.kmu.ac.ir/article_91249_204477ca1e1949da0f00adadefc29887.pdf
Nawab, A. (2017). What difference could in-service training make? Insights from a public school of Pakistan. Teacher Development, 21(1), 142-159.‏ DOI: https://doi.org/10.1080/13664530.2016.1207094
Noorollahi, N. (2021). On the relationship between Iranian English language teaching students-self-efficacy, self-esteem, and their academic achievement. Lang. Teach. Res. Q. 21, 84–96. DOI: 10.32038/ltrq.2021.21.06
OECD (2019), TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, TALIS,OECD Publishing, Paris. DOI:https://doi.org/10.1787/1d0bc92a-en.
Osamwonyi, E.P.(2016). In-Service Education of Teachers: Overview, Problems and The Way Forward. Education and Practice.7 (26), 83-87. http://files.eric.ed.gov/fulltext/EJ1115837.pdf 
Ouro, A. B., Githae, P., & Kanjogu, J. (2024). Perceived Quality of In-Service Training and Teacher Commitment in Public Secondary Schools in Nyahururu Sub-County, Kenya. International Journal of Research and Innovation in Social Science, 8(3s), 4760-4772.‏ DOI: https://dx.doi.org/10.47772/IJRISS.2024.803349S
Palumbo, R.; Manna, R. (2019). Making educational organizations able to change: a literature review. International Journal of Educational Management, 33 (4): 734-752. DOI:http://dx.doi.org/10.1108/IJEM-02-2018-0051
Prosci, A. (2003). A model for change management. New York: change management center.
Rebelo, T. M.; Gomes, A. D. (2008). Organizational learning and the learning organization: reviewing evolution for prospecting the future. Learning Organization, the, 15 (4): 294-308. DOI 10.1108/09696470810879556
Rebelo, T. M.; Gomes, A. D. (2008). Organizational learning and the learning organization: reviewing evolution for prospecting the future. Learning Organization, the, 15 (4): 294-308. DOI:https://doi.org/10.1108/09696470810879556
Salmon, G. (2019). May the fourth be with you: Creating education 4.0. Journal of Learning for Development, 6(2): 95-115. https://files.eric.ed.gov/fulltext/EJ1222907.pdf
Secretariat of the Supreme Council of Education, (2017). Executive regulations of teacher rating system. [In Persian] Available at:  https://rc.majlis.ir/fa/law/show/1747457
Shah, D. (2023). Teachers’ Self-Efficacy and Classroom Management Practices: A Theoretical Study. Journal of Education and Research, 13(1), 8-26. DOI: https://doi.org/10.51474/jer.v13i1.661
Shahidi, N., & Safari, O. (2021). The mediating role of in-service training in the relationship between organizational agility and readiness for organizational change from the perspective of physical education teachers (Research article, Azad University). Human Resource Development, 4(6): 106-124. [In Persian]
Supreme Council of Cultural Revolution (2011). Document of the fundamental transformation of education and training. Tehran: Secretariat of the Cultural Council. . [In Persian]n
Timalsina, S. (2024). Perceptions of Secondary Level English Teachers on In-Service Teacher Training: A Narrative Inquiry. Janabhawana Research Journal, 3(1), 136-151.‏ DOI:10.3126/jrj.v3i1.68395
Tzivinikou, S. (2015). The impact of an in-service training program on the self-efficacy of special and general education teachers. Problems of Education in the 21st Century, 64(1), 95-107. https://scientiasocialis.lt/pec/node/files/pdf/vol64/95-107.Tzivinikou_Vol.64.pdf
UNESCO Institute for Statistics (2024). In-service training. Retrieved from  https://uis.unesco.org.
Wang, X., Fang, F., & Elyas, T. (2023). ‘I have survived and become more confident’: effects of in-service TKT-based training on primary school English teachers’ professional beliefs and self-efficacy. Cambridge Journal of Education, 53(4), 511-532. DOI: https://doi.org/10.1080/0305764X.2023.2186373
Wetzels, M., Odekerken-Schröder, G. & Van Oppen, C. (2009). Using PLS path modeling for assessing hierarchical construct models: Guidelines and empirical illustration. MIS quarterly, 33(1): 177-195. DOI: DOI:https://doi.org/10.2307/20650284
Winardi; Prianto, A. (2016). Various determinants of individual readiness to change and their effects on the teachers performance (A study on certified teachers in Jombang Regency East Java, Indonesia). IOSR Journal of Business and Management, 18 (2): 22-32. http://www.iosrjournals.org/iosr-jbm/papers/Vol18-issue2/Version-1/D018212232.pdf
Yada, A., Tolvanen, A., & Savolainen, H. (2018). Teachers’ attitudes and self-efficacy on implementing inclusive education in Japan and Finland: A comparative study using multi-group structural equation modelling. Teaching and teacher education, 75, 343-355. https://jyx.jyu.fi/bitstream/handle/123456789/60218/yada%20et%20al%202018%20finaldraft.pdf?sequence=1
Zameryan, A. (2009). Transformation management: Strategies, applications, and new models. Tehran: Industrial Management Organization Press. [In Persian]
Zee, M., & Koomen, H. M. Y. (2016). Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being: A Synthesis of 40 Years of Research. Review of Educational Research, 86(4), 981 1015. DOI:https://doi.org/10.3102/0034654315626801
Zheldibayeva, R. (2023). The adaptation and validation of the global competence scale among educational psychology students. International Journal of Education and Practice, 11(1): 35-46. DOI: 10.18488/61.v11i1.3253