Analyzing the influence of continuous professional development on teachers’ self-efficacy and readiness for online pedagogy at Gulf University, Bahrain

Abstract

This research aims to understand the effectiveness of Continuous Professional Development on university teachers’ readiness and self-efficacy for online pedagogy at Gulf University Bahrain. Using action research as research design, this study was conducted in four phases. In the first phase, a sample of 46 teachers of different genders, ages, and experiences was focused on collecting data on their online pedagogical skills, readiness, and self-efficacy for online pedagogy, using the Need Analysis Survey, Teachers’ Readiness for Online Pedagogy Questionnaire, and Teachers’ Self-efficacy for Online Pedagogy Questionnaire, respectively. Data from Teachers’ Readiness for Online Pedagogy Questionnaire and Teachers’ Self-efficacy for Online Pedagogy Questionnaire also served as the Pre-test. In the second phase, a four-week Continuous Professional Development model was developed and implemented among these teachers. In the third phase, a posttest was conducted using Teachers’ Readiness for Online Pedagogy Questionnaire and Teachers’ Self-efficacy for Online Pedagogy Questionnaire, followed by semi-structured and focus group interviews. In the last phase, quantitative and qualitative data were analyzed. The quantitative findings suggest that teachers' self-efficacy presented moderate scores, with an aggregate average of 4.3. Post-intervention, a modest increase was observed, culminating in an overall average of 5.2. Similarly, the readiness for online pedagogy showed an initial aggregate mean of 2.6, which post-intervention rose to 3.5. While the improvement is evident, the scores hover around the mid-range, suggesting that a significant portion of the cohort may still be inadequately prepared for online teaching. Qualitative data analysis provides a deep dive into the experiences of Gulf University teachers, revealing a multifaceted narrative that intertwines age, cultural context, and technological adaptation. The age-based digital divide is evident, with younger teachers demonstrating higher levels of self-efficacy for using online pedagogy, thus finding the transition to online teaching more intuitive. In stark contrast, older teachers, especially those above 50, grapple not just with the tools but with a fundamental shift in teaching approach. This thesis presents an in-depth analysis of the substantial changes in the educational landscape triggered by the pandemic, focusing on Gulf University in Bahrain. It highlights the vital role of Continuous Professional Development in enhancing teachers’ readiness and self-efficacy for online pedagogy, offering valuable insights and recommendations for educators, policymakers, and future researchers in the education sector. The study significantly contributes to comprehending the dynamics of online pedagogy and the crucial role of continuous professional development in enabling this transition.