BRIDGING CONTINUING PROFESSIONAL DEVELOPMENT AND CLASSROOM PRACTICE: A MIXED-METHODS STUDY OF PHYSICAL EDUCATION TEACHERS IN INDONESIA

Abstract

This mixed-methods study examined how a continuing professional development (CPD) program translated into classroom practice among physical education (PE) teachers in Kupang, Indonesia, and identified predictors of post-CPD implementation. An explanatory sequential design (QUAN → QUAL) was used. In Phase 1, 150 teachers completed a post-CPD survey on perceived CPD quality, teaching self-efficacy, school support, barriers, implementation level, and perceived learning impact. Correlation and multiple regression analyses were conducted. In Phase 2, semi-structured interviews with 10 purposefully selected teachers (high- and low-implementation profiles) were analyzed thematically and integrated with quantitative results. Implementation was moderate-to-high (M = 3.60, SD = 0.75; range 1.50–5.00). Implementation correlated positively with CPD quality (r = 0.45), self-efficacy (r = 0.60), and school support (r = 0.55), and negatively with barriers (r = −0.35; p < .05). The regression model explained 55% of the variance (R² = 0.55; F = 27.89, p < .01), with self-efficacy (β = 0.35), CPD quality (β = 0.30), and school support (β = 0.28) as significant positive predictors, and barriers as a negative predictor (β = −0.25; p < .01). Qualitative findings indicated that leadership and collegial support helped routinize new practices, contextual constraints shaped adaptation or abandonment, confidence grew through early success and feedback, and implementation quality was difficult to sustain without structured follow-up. These findings support CPD governance that combines high-quality training with school-level support and post-CPD coaching to strengthen sustained implementation.