Elevating Teachers’ Professional Capital: Effects of Teachers’ Engagement in Professional Learning and Job Satisfaction, Awi District, Ethiopia

Abstract

This study examined the contribution of teachers’ engagement in collaborative professional learning, engagement in individualized professional learning, and job satisfaction to their professional capital development using structural equation modeling. The study tested three hypotheses: teachers’ level of engagement in collaborative professional learning and development activities has a significant contribution to their professional capital development, teachers’ level of engagement in individualized professional learning and development activities would have a significant contribution to their professional capital development and teachers’ job satisfaction has a significant effect on their professional capital development. The sample consisted of 379 teachers randomly selected from Awi district primary schools, Ethiopia. Data were collected using 25 items. Cronbach’s alpha (α) coefficients for internal consistency ranged from .806 to .919. Composite reliability, convergent validity, and discriminant validity of latent variables were established using CFA. The measurement model and structural model showed a good fit based on established criteria. Findings showed a significant effect of teachers’ engagement in collaborative learning, engagement in individualized learning, and job satisfaction on their professional capital development. These independent variables accounted for 68.3% variance in professional capital development, thereby indicating 31.7% unexplained variance. In conclusion, the study highlighted the importance of teacher-level factors to boost professional capital in the teaching profession.