Direct and Indirect Effect of Teachers’ Knowledge, Skills and Attitude on Teachers Behaviour: The Role of Teachers’ Self Efficacy and Teachers’ Belief as a Mediator

Abstract

This study aims to identify the sub components of learning acquired from PD, namely teachers’ knowledge, skill and attitude and their direct relationship with teachers’ implementation of PBL STEM. This study also aims to identify the indirect relationship between knowledge, skill and attitude and implementation of PBL STEM, mediated by each of the two mediating variables examined in the study, namely teachers’ efficacy and teachers’ belief. The study is undertaken in schools selected by MoE to implement STEM PD and from then, use the PBL teaching method in the classroom.  A total of 221 teachers participated in the study and data is analysed using Smart PLS 3.0. It was found in this study that two of teachers’ learning components; knowledge and attitude has a direct relationship with teachers’ behaviour in implementing STEM. Another component which is teachers’ skill is not related to their behaviour in a direct relationship. In the indirect relationship, the first mediator, self efficacy mediates the relationship between teachers’ skill and their behaviour as well as teachers’ attitude and their behaviour but does not mediate the relationship between teachers’ knowledge and behaviour. The second mediator which is teachers’ belief mediates the relationship between teachers’ knowledge and their behaviour as well as teachers’ attitude and their behaviour but does not mediate the relationship between teachers’ skill and behaviour in the indirect relationship. The type of mediator was determined for both self efficacy and belief and recommendations were made on the significance of the mediators in influencing transfer of teachers’ knowledge, skill and attitude into their behaviour