Abstract

Understanding employees’ perceived development needs is important for human resource development, yet how these assessments relate to confidence in professional capability remains insufficiently understood. Drawing on Social Cognitive Theory, this study examines the relationships among supportive school leadership, school organisational climate, teaching self-efficacy and teachers’ perceived professional development needs. Cross-sectional survey data from 619 secondary school teachers in Kazakhstan were analysed using partial least squares structural equation modelling. Perceived organisational climate was positively associated with teaching self-efficacy, which was positively associated with perceived development needs. A positive indirect association between organisational climate and perceived needs through self-efficacy was also identified. The hypothesised leadership associations were not statistically supported in the jointly estimated model. Although the model’s explanatory power was limited and the design does not establish causal relationships, the findings indicate that confidence in teaching can coexist with a perceived requirement for further development. The study contributes to human resource development research by examining perceived needs alongside capability beliefs and organisational experiences, challenging their interpretation as a straightforward indicator of low professional confidence. For schools, the findings highlight the value of interpreting needs assessments alongside teachers’ professional responsibilities, learning goals and evidence about practice.  

Keywords

References

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