The impact of the virtual induction program, training and professional development on self-efficacy and teaching practices: A school governance implication

Virtual induction and training have been used in many sectors including education (Andrade-Arenas et al., 2022; Martín-Gutiérrez et al., 2017). This study aims to explore the impact of a virtual induction program (VIP) and training and professional development (TPD) on teachers’ self-efficacy (SE) and teaching practices (TP). The study tries to test different models that are designed to understand different relationships. The study adopts the quantitative study design and uses secondary data prepared by the Organization for Economic Co-operation and Development (OECD). Data from this study was analyzed using structural equation modeling (SEM) to explore the impact of the independent variables (online induction program and training and development program) on the dependent variables (teachers’ SE and TP). The findings of this study show that virtual induction and online training will not help teachers improve their SE due to many factors explained by the researcher. The analysis shows a significant relationship between the main independent variables (VIP, TPD) and the dependent variables (SE, TP). The study provides recommendations for policymakers and decision-makers. The findings of the study have different implications in education, management, and social life. It is highly recommended for schools and universities to conduct face-to-face induction programs as well as training. This leads to improved teachers’ SE and their TP.