MATHEMATICS TEACHERS’ BELIEF RELATED TO CONTINUING PROFESSIONAL DEVELOPMENT (CPD)

Abstract

The study aims to describe the number of JHS mathematics teachers in Bandar
Lampung, Lampung, Indonesia toward belief related to CPD activities. This type of study
was a mixed method (or quantitative-qualitative) using explanatory sequential strategy.
The subjects were 181 Junior High Schoohl (JHS) mathematics teachers in Bandar
Lampung, Lampung, Indonesia who have already become civil servants. Meanwhile, the
quantitative research sample was 63 JHS mathematics teachers in Bandar Lampung,
Lampung, Indonesia established using stratified random sampling technique based on
teachers’ worked experiences, then chosen on each level with proportional random
sampling. Furthermore, the qualitative sample was eight teachers for the case study which
was decided by purposive sampling technique. The research instrument consisted of
questionnaire and interview list. Data analysis techniques was conducted using
categorized into 5 groups: really belief, belief, quite belief, less of belief, and unbelief. The
result of research show that JHS mathematics teachers’ belief toward CPD activities is in
the belief category. Then, based on teachers’ experiences related to CPD belief is founded
that there is no differences on their belief.