Strengthening teacher self-efficacy through SPS collaborative supervision model as continuing professional development for Physical Education in vocational schools
DOI:
https://doi.org/10.47197/retos.v80.119337Keywords:
teacher self-efficacy, collaborative supervision, continuing professional development, Physical Education, vocational schoolsAbstract
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.
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