Professional Development as a Determinant of Self-efficacy of TVET Teachers, under the Mediating & Moderating Effect of Technology Training and Work Culture

Abstract

This study seeks to determine the effect of professional development on teacher’s self-efficacy under the mediating & moderating effect of technology training and working culture in TVET teachers. The research is carried out on and to the benefit of the TVET teachers working in public sector technology colleges in Southern Punjab. The quantitative research design aims to determine the relationship between professional development and teacher’ self-efficacy and the mediating & moderating role of technology training and working culture on this relationship. The results showed that there is presence of a strong moderating relationship between professional development and TVET teachers’ self-efficacy. Technology Training has a weaker mediating effect on the causal connection, while unusually moderating variable working culture has negative effect on the relationship.