A Structural Equation Model on Teacher’s Self-Efficacy in Education for Sustainable Development in Higher Education
DOI:
https://doi.org/10.69569/jip.2025.059Keywords:
Self-efficacy, Transformational leadership, Teachers' attitudes, Education for Sustainable Development (ESD), Structural Equation Modeling (SEM)Abstract
In the academic milieu, several persistent problems often challenge the teachers' self-efficacy in optimizing education for sustainable development (ESD). This empirical pursuit aims to scrutinize a comprehensive best-fit model that explains the complex relationship between the transformational leadership style of school heads, teachers' attitudes, teachers' participation in professional development, and teachers' self-efficacy in education for sustainable development. SPSS v.26 and AMOS software were used to evaluate 400 valid cases in a quantitative descriptive-correlational predictive research design utilizing structural equation modeling. After stratification of the hypothesized models based on the analysis and theoretical relevancy, Model 3 was the best-fit model to divulge the predictive link among transformational leadership of school heads, teachers' attitude, and teachers' self-efficacy in ESD, which affirms the theory of Social Cognitive Theory. The result suggests transformative leadership and fostering positive attitudes are crucial in enhancing teachers' self-efficacy in the ESD context in promoting advancement to prioritize the accessibility and equitability of quality education while bolstering lifelong learning opportunities, as conveyed in SDG (Sustainable Development Goal) 4.
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