The Influence of Self-Directed Learning on Teacher Certification Success: Logistic Regression Analysis among Indonesian English Language Teachers
DOI:
https://doi.org/10.30605/jsgp.9.2.2026.9611Keywords:
self-determination theory,, teacher certification, logistic regression, professional development, English language teachers, self-directed learningAbstract
This study investigated whether Self-Directed Learning (SDL), as viewed through the lens of Self-Determination Theory (SDT), predicts the chance of teacher professional certification (Pendidikan Profesi Guru, PPG) achievement among Indonesian English language teachers. Using a quantitative cross-sectional methodology, connected survey and certification records for 46 instructors selected purposively from Riau and nearby areas were examined using binary logistic regression. SDL was measured with a 15-item, three-dimensional instrument spanning autonomy, competence, and relatedness, which demonstrated excellent internal consistency in the current sample (α = .93). A confirmatory model tested total SDL score alongside teaching experience, while an exploratory model decomposed SDL into its three subscales. Total SDL score significantly predicted certification success after adjusting for teaching experience (OR = 1.12, 95% CI [1.01, 1.24]), with good model discrimination (AUC = .83) and adequate calibration (Hosmer-Lemeshow p = .49); teaching experience was the strongest single predictor (OR = 3.15). At the subscale level, only autonomy remained an independent, significant predictor (OR = 1.61, p = .036), while competence and relatedness did not reach significance once their shared variance was accounted for. These findings indicate that autonomy-supportive, self-initiated professional learning is the SDL dimension most worth prioritizing in PPG preparation and mentoring, while pointing to the need for larger, more complete datasets to confirm which dimensions matter most. The study contributes quantitative, probability-based evidence to a body of SDL-professional development literature that has so far relied largely on qualitative and continuous-outcome designs.
References
Albright, J., Meletiou-Mavrotheris, M., Katzis, K., Sofianidis, A., Stylianidou, N., Konstantinou-Katzi, P., Eradze, M., De Martino, D., Tinterri, A., Albó, L., Bardone, E., Ay¸se, A., Sunar, S., & Dipace, A. (2023). After the Pandemic: Teacher Professional Development for the Digital Educational Innovation. Education Sciences 2023, Vol. 13, Page 432, 13(5), 432. https://doi.org/10.3390/EDUCSCI13050432
Bui, L. N., & Ding, Q. (2025). Logistic regression modeling: methodological insights and roadmap. Currents in Pharmacy Teaching and Learning, 17(12), 102460. https://doi.org/10.1016/J.CPTL.2025.102460
Chen, Y., Li, J. Bin, Yin, H., & Wang, H. (2026). The antecedents and outcomes of teachers’ autonomy satisfaction: A meta-analytic investigation. Applied Psychology: Health and Well-Being, 18(1), e70109. https://doi.org/10.1111/APHW.70109
Emilio. (2022). No Titleהכי קשה לראות את מה שבאמת לנגד העינים. הארץ, 8.5.2017, 2003–2005.
Field, A. (2009). Discovering statistics using SPSS ISM: Introducing statistical methods series (3rd ed.). In SAGE Publication Plc.
Gosho, M., Ohigashi, T., Nagashima, K., Ito, Y., & Maruo, K. (2023). Bias in Odds Ratios From Logistic Regression Methods With Sparse Data Sets. Journal of Epidemiology, 33(6), 265–275. https://doi.org/10.2188/JEA.JE20210089
Ha, C., Pressley, T., & Marshall, D. T. (2025). Teacher voices matter: The role of teacher autonomy in enhancing job satisfaction and mitigating burnout. PLOS ONE, 20(1), e0317471. https://doi.org/10.1371/JOURNAL.PONE.0317471
Hosmer, D. W., Lemeshow, S., & Sturdivant, R. X. (1989). Applied Logistic Regression, 3rd Edition. Wiley Series in Probability and Statistics, 528. https://www.scribd.com/document/896605377/Applied-Logistic-Regression-3rd-Edition-PDF
Karatas, K., & Arpaci, I. (2021). The Role of Self-directed Learning, Metacognition, and 21st Century Skills Predicting the Readiness for Online Learning. Contemporary Educational Technology, 13(3), ep300. https://doi.org/10.30935/cedtech/10786
Koay, J. (2023). Self-directed professional development activities: An autoethnography. Teaching and Teacher Education, 133(4), 104258. https://doi.org/10.1016/j.tate.2023.104258
Morris, T. H., & Rohs, M. (2021). Digitization bolstering self-directed learning for information literate adults–A systematic review. Computers and Education Open, 2. https://doi.org/10.1016/j.caeo.2021.100048
Nawas, A., Darmawan, I. G. N., & Maadad, N. (2025a). Certified to succeed? Multilevel analysis of the effects of teacher certification on educator well-being and student outcomes in Indonesia. Teaching and Teacher Education, 162, 105069. https://doi.org/10.1016/J.TATE.2025.105069
Nawas, A., Darmawan, I. G. N., & Maadad, N. (2025b). Certified to succeed? Multilevel analysis of the effects of teacher certification on educator well-being and student outcomes in Indonesia. Teaching and Teacher Education, 162(3), 105069. https://doi.org/10.1016/j.tate.2025.105069
Ryan, R. M., & Deci, E. L. (2023). Self-Determination Theory. Encyclopedia of Quality of Life and Well-Being Research, 6229–6235. https://doi.org/10.1007/978-3-031-17299-1_2630
Shank, E., Tang, H., & Morris, W. (2025). Motivation in online course design using self-determination theory: an action research study in a secondary mathematics course. Educational Technology Research and Development, 73(1), 415–441. https://doi.org/10.1007/S11423-024-10410-9/METRICS
Sumeg-ang, R. S. (2024). Self-Directed Learning Practices among UBSHS Teachers: An Exploratory Study. International Journal of Research and Scientific Innovation, XI(X), 325–347. https://doi.org/10.51244/IJRSI.2024.1110027
Van den Broeck, A., Ferris, D. L., Chang, C. H., & Rosen, C. C. (2016). A Review of Self-Determination Theory’s Basic Psychological Needs at Work. Journal of Management, 42(5), 1195–1229. https://doi.org/10.1177/0149206316632058/SUPPL_FILE/JOM632058_-_ONLINE_SUPPLEMENTAL_MATERIAL.PDF
Verster, M., Mentz, E., & Du Toit-Brits, C. (2024). Self-directed professional development used as intervention to enhance teachers’ curriculum as praxis. South African Journal of Education, 44(1). https://doi.org/10.15700/saje.v44n1a2346
Yusrina, A., Alifia, U., Revina, S., Putri Pramana, R., & Bima, L. (2022). Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. https://doi.org/10.35489/BSG-RISE-WP_2022/106
Yusrina, A., Bima, L., Berkhout, E., & Suryadarma, D. (2022). Selecting Teachers in Indonesia: Predicting Teacher Performance using Pre-Employment Information. https://doi.org/10.35489/BSG-RISEWP_2022/098
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Triana Ramdha, Mirfaturiqa
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with JSGP agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
