Effectiveness Mobile Peer Support Application to Enhance Teacher Competence: The Moderating Role Teacher Self-Efficacy

Abstract

The purpose of this study is to determine the efficacy of the Mobile Peer Support Application on teacher competency, as regulated by self-efficacy. This is an experimental study using a one-group pre-test-post-test design under the pre-experimental category. This study enrolled 60 educators from Preschool education (PAUD) in Malang City. A preliminary test (pre-test) and a final test were employed to collect data (post-test). The following study assessed the data using a two-way ANOVA hypothesis test that included three stages: instrument testing, classical assumption testing, and hypothesis testing. It is clear from the test results that all data are genuine and reliable and satisfy the traditional assumption criteria. The results of hypothesis testing indicate that the peer supports mobile application successfully increases teacher pedagogical competence and that self-efficacy can act as a moderator in the interaction between Pedagogic Competence and generating learning medium. It is advised that PAUD educators be more adaptable in their learning packaging through IT. Meanwhile, self-efficacy can be continuously increased. For example, it is intended that by attending seminars, training, or teacher competency development programs, educators' confidence in their abilities will grow, resulting in better performance standards, which will benefit teacher performance.