Factors Influencing the Use of the Tuning Protocol Reflection Among Agriculture Teachers

Abstract

The professional development of teachers is essential, particularly for those encountering various challenges in classroom management. This study aims to determine the key predictive factors influencing the adoption of the Tuning Protocol reflection method among novice teachers. Employing a correlational research design, data were collected through a questionnaire. The sample consisted of novice teachers specializing in agricultural subjects (n=145). Findings reveal a significant relationship (p<0.01) between all three predictive factors and the selection of the Tuning Protocol reflection method. Among these, the ability to conduct teaching reflection emerged as the most influential factor, demonstrating a correlation value of r = 0.250 (25%). This study underscores the importance of reflective teaching practices in fostering the professional development of agricultural subject teachers. Furthermore, the findings provide valuable insights for schools in implementing the Tuning Protocol reflection method to support the continuous growth of novice educators.