Definition of terms Introduction

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1.7 Definition of terms

Three terms or concepts are crucial to the present study. These are self-efficacy beliefs, work engagement and Competency-based Integrated Training CBIT. Self-efficacy has been a fruitful area of research in education for the past two decades. One definition that is used to frame the present research derives from Bandura 1977 and Tschannen-Moran and Hoy 2001. It is defined as teachers‘ judgment of their capability to bring about desired outcome of students‘ engagement and learning, even among those students who may be difficult and unmotivated Bandura, 1977b; Tschannen-Moran Hoy, 2001 Work engagement has also been instrumental in research, especially in response to the problems related to teacher retention and turnover. It has also been important area of research in relation to burnout among teachers. The present research study adopts the definition of work engagement proposed by Scaufelli at al. 2002 stating that ―work engagement is defined as a positive, fulfilling, work-related state of mind characterized by vigor, dedication and absorption ‖ Schaufeli, Salanova, Gonzales-Roma, Baker, 2002 Competency-based integrated training or CBIT, for short, is an in-service training program designed by the Ministry of National Education MoNE of Indonesia as an attempt to socialize the newly issued School Level Curriculum or Kurikulum Tingkat Stauan Pendidikan KTSP in Indonesia. At the time this research was conducted this curriculum was still in its draft form and was called 23 the Competency-based Curriculum or Kurikulum 2004 or Kurikulum Berbasis Kompetensi KBK. The training program, therefore, was called the Competency-based Integrated Training CBIT. The main purpose of the training was to prepare the teachers for the implementation of the new curriculum. The first part of the materials presented in the CBIT for English teachers focused on the philosophical and psychological bases of Curriculum 2004. The second part provided teachers with the teaching techniques recommended for teaching English in Indonesia. Such techniques were deemed genre-based English teaching. In addition, CBIT also provided training programs aiming to upgrade the competency level of the participants in all areas of speaking, listening, reading, and writing.

1.8 The structure of the thesis