The impact of the virtual induction program, training and professional development on self-efficacy and teaching practices: A school governance implication

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Abstract

Virtual induction and training have been used in many sectors including education (Andrade-Arenas et al., 2022; Martín-Gutiérrez et al., 2017). This study aims to explore the impact of a virtual induction program (VIP) and training and professional development (TPD) on teachers’ self-efficacy (SE) and teaching practices (TP). The study tries to test different models that are designed to understand different relationships. The study adopts the quantitative study design and uses secondary data prepared by the Organization for Economic Co-operation and Development (OECD). Data from this study was analyzed using structural equation modeling (SEM) to explore the impact of the independent variables (online induction program and training and development program) on the dependent variables (teachers’ SE and TP). The findings of this study show that virtual induction and online training will not help teachers improve their SE due to many factors explained by the researcher. The analysis shows a significant relationship between the main independent variables (VIP, TPD) and the dependent variables (SE, TP). The study provides recommendations for policymakers and decision-makers. The findings of the study have different implications in education, management, and social life. It is highly recommended for schools and universities to conduct face-to-face induction programs as well as training. This leads to improved teachers’ SE and their TP.

Keywords: Virtual Induction, Training, Professional Development, Self-Efficacy, Teaching Practices

Authors’ individual contribution: The Author is responsible for all the contributions to the paper according to CRediT (Contributor Roles Taxonomy) standards.

Declaration of conflicting interests: The Author declares that there is no conflict of interest.

JEL Classification: A2, M1, M53, P46

Received: 14.05.2024
Revised: 29.08.2024; 05.02.2025
Accepted: 24.02.2025
Published online: 26.02.2025

How to cite this paper: Semlali, Y. (2025). The impact of the virtual induction program, training and professional development on self-efficacy and teaching practices: A school governance implication [Special issue]. Journal of Governance & Regulation, 14(1), 372–380. https://doi.org/10.22495/jgrv14i1siart13