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Abstract
Teacher professional development in South Africa increasingly occurs through short learning programs (SLPs), yet little is known about how teachers’ self-directed learning (SDL) capacities dynamically interact to support engagement within such compressed professional learning contexts. While prior studies have examined SDL domains largely as linear or intrapersonal constructs, fewer have modeled their mediated and relational interplay, particularly in short-duration, practice-oriented programs. This study investigated how four domains of teachers’ perceived SDL abilities, motivation, planning and implementation, self-monitoring, and interpersonal communication, directly and indirectly influence engagement in a STEAM-oriented SLP for in-service physical sciences teachers. Using a convergent embedded mixed-methods design, quantitative data were collected through the self-directed learning instrument at the end of the program, complemented by interviews and observations. Exploratory and confirmatory factor analyses supported the four-domain SDL structure, and structural equation modelling (SEM) was employed to test hypothesized causal pathways. The findings revealed that motivation influenced engagement both directly (β = .18, p < .05) and indirectly through planning and implementation (indirect β = .27, total β = .45), while self-monitoring affected engagement primarily via interpersonal communication. Planning and implementation emerged as the strongest direct predictor of engagement (β = .46, p < .01). The model demonstrated acceptable fit indices (CMIN/DF = 2.12, CFI = .94, TLI = .91; RMSEA = .07). These results suggest that SDL in SLPs operates as a relational and mediated process rather than a purely individual capacity. The study contributes theoretically by reconceptualizing SDL as a systemic construct and methodologically by demonstrating the value of SEM for modelling complex learning dynamics in short professional development interventions.
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Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 22, Issue 3, March 2026, Article No: em2788
https://doi.org/10.29333/ejmste/17971
Publication date: 01 Mar 2026
Online publication date: 25 Feb 2026
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