PERTALIAN ANTARA PENGALAMAN MASTERI DENGAN EFIKASI KENDIRI GURU: REGRESI-META KAJIAN KERATAN LINTANG

Abstract

Purpose -The objective of the meta-analysis was first to substantiate the magnitude of the effect size (ES) of the relationship between mastery experience and teacher self-efficacy. Second, the meta-analysis was also aimed to search for the research characteristics that moderate the mastery experience-teacher efficacy relationship. Methodology - A total of 26 original studies, involving 10,752 teachers was included in the meta-analysis. To identify the moderators, the study applied meta-regression procedure. Findings - The results supported the expectation that mastery experience positively influences teacher self-efficacy. Collectively sample charactistic, self-efficacy measure and work culture impacted the variability of the effects size. Significance - The findings add understanding about teacher self-efficacy. The findings also offer practical implications to researchers on teacher self-efficacy, and policy maker and administrators of teacher professional development programs.