https://firstcierapublisher.com/index.php/reflection/issue/feed 2024-08-25T19:08:37+00:00 Open Journal Systems <p><strong>Reflection: Education and Pedagogical Insights</strong> (Online ISSN: 2988-3636; Print ISSN: 2988-4659) is a scientific publication that aims to provide understanding and insight into the field of education and pedagogy through reflection or introspection on existing experiences, practices, and knowledge. This journal contains articles covering various themes and topics related to education and pedagogy, such as teaching strategies, curriculum, learning evaluation, technology in education, teacher performance, teacher human resource, general education, specific education, science education, early childhood, elementary, middle and high school teacher education, and so on, with a focus on reflection and deep understanding. Articles are published every January, April, July, and October.</p> https://firstcierapublisher.com/index.php/reflection/article/view/84 2024-08-25T19:08:37+00:00 Rizaldi Putra rizaldi.putra@lecturer.pelitaindonesia.ac.id Nicholas Renaldo nicholasrenaldo@lecturer.pelitaindonesia.ac.id Intan Purnama intan.purnama@lecturer.pelitaindonesia.ac.id Novita Yulia Putri novitayuliaputri@lecturer.pelitaindonesia.ac.id Suhardjo Suhardjo suhardjo@lecturer.pelitaindonesia.ac.id

<p>This research examines the impact of capacity-building initiatives on teacher performance, focusing on the role of professional development, mentoring, and resource availability. Through a mixed-methods approach involving surveys and interviews, the study identifies a significant positive relationship between capacity-building efforts and improved teaching effectiveness. The research integrates various theoretical frameworks, including Andragogy, Social Cognitive Theory, and the Resource-Based View, to understand how these initiatives enhance teachers' confidence, classroom management, and student engagement. However, the study also highlights challenges such as time constraints, inadequate funding, and insufficient administrative support, which can hinder the effectiveness of capacity-building programs. The findings emphasize the need for continuous institutional support and the strategic integration of capacity-building efforts to foster sustainable improvements in teaching practices. Recommendations include increasing access to tailored professional development, integrating mentoring into capacity-building programs, and regularly evaluating the impact of these initiatives on teacher performance.</p>

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