Proactive Decision-Making of Physical Education Teachers in Enhancing Competence through Further Studies: A Comparative Study
DOI:
https://doi.org/10.17309/tmfv.2025.3.13Keywords:
competency development, further education, life long learner, physical education teacher competence, proactive decision-makingAbstract
Objectives. This study aimed to compare physical education (PE) teachers’ proactive decision-making to improve competence through further studies.
Materials and methods. A quantitative approach with a comparative descriptive design was used in the study. This design was established to test whether there were significant differences in views among Public Civil Servants (PCS), Government Employees with a Work Agreement (GEWA), and Contract Employee (CE) teachers in making proactive decisions for further study as an effort to improve their competence. The participants were 252 PE teachers in East Nusa Tenggara Province, Indonesia. They were divided into three groups, each consisting of 52 PCS teachers, 110 GEWA teachers, and 90 CE teachers. The research instrument (18 statement items) was developed using the Proactive Decision-Making concept with six main indicators: systematic identification of objectives, systematic identification of alternatives, systematic search for information, using a decision radar, taking initiative, and striving for improvement. Testing the validity and reliability of the instrument was conducted using outer model analysis with SmartPLS version 4.0.9.9. The hypothesis testing process involved using theKruskal-Wallis analysis and Dunn’s post-hoc test with the SPSS program version 29.
Results. The research instrument successfully met the validity and reliability tests, marked by loading factor values = 0.804-0.932, Cronbach’s alpha = 0.875-0.928, composite reliability = 0.875-0.928, AVE = 0699-0811, discriminant validity = 0.699-0.811, and HTMT = 0.836-0.900. Furthermore, the Kruskal-Wallis test found significant differences among the three groups of teachers in PDM who were to participate in further studies. Another fact is that post-hoc testing found significant differences only in the CE-GEWA and CE-PCS teacher groups, while GEWA-PCS did not demonstrate such differences.
Conclusions. Among the three groups of participants, contract/honorary teachers have a more temporary employment status and show the lowest level of proactiveness in making decisions to pursue further studies as an effort to improve their competencies.
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