What Makes Online Professional Development Work? Unpacking Quality Attributes and Their Impact on Teacher Satisfaction and Professional Practice

Authors

  • Mohamad Arief Rafsanjani Universitas Negeri Surabaya https://orcid.org/0000-0002-0981-8031
  • Waspodo Tjipto Subroto Universitas Negeri Surabaya
  • Luqman Hakim Universitas Negeri Surabaya
  • Handri Dian Wahyudi Universitas Negeri Malang

DOI:

https://doi.org/10.7160/eriesj.2026.190205

Keywords:

online professional development, quality attributes, teachers’ satisfaction, professional practice

Abstract

Professional development (PD) is widely recognised as a crucial factor in fostering the quality of teachers' professional practice. Today, online PD is often chosen over offline PD because it offers advantages related to cost, time, and location efficiency. However, compared with offline PD, less research has examined the quality of online PD. This study aimed to investigate the quality attributes of online PD and their impacts on teachers' satisfaction and changes in their professional practice. A cross-sectional design and an online questionnaire were used to collect data from 206 economics teachers in Indonesia. Structural equation modelling was conducted using SmartPLS 3.0 to examine the research hypotheses. The results show that three elements--collaboration, cognitive activation, and clarity and structure--contribute to explaining and establishing the quality of online PD. Furthermore, from the teachers' perspectives on satisfaction and changes in professional practice, online PD was effective in enhancing teachers' pedagogical knowledge and teaching practice. Finally, the study shows that the quality attributes of online PD positively affect participants' satisfaction and changes in teachers' professional practice. Theoretical and practical implications are discussed.

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2026-06-30

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Rafsanjani, M. A., Subroto, W. T., Hakim, L. and Wahyudi, H. D. (2026) ’What Makes Online Professional Development Work? Unpacking Quality Attributes and Their Impact on Teacher Satisfaction and Professional Practice’, Journal on Efficiency and Responsibility in Education and Science, vol. 19, no. 2, pp. 154–166. https://doi.org/10.7160/eriesj.2026.190205

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Vol. 19 No. 2 (2026)

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