The Impact of the Pandemic on Coaches' Self-Confidence: The Role of Self-Efficacy and Peer Support in Indonesia and Denmark

Abstract

This study investigates the impact of self-efficacy and peer support on the self-confidence and learning enthusiasm of coaches and trainers at Vocational Training Centres (VTCs) in Indonesia and Denmark during and post the COVID-19 pandemic. Embracing a cross-cultural approach, it examines how educators from these diverse cultural environments adapt to the educational shifts prompted by the pandemic. The research employs a quantitative method, involving a purposive sample of 131 Indonesian coaches and 67 Danish educators, all with over three years of professional experience. Data was collected through a survey using a 5-point Likert Scale. The data was analyzed using Structural Equation Modeling. The findings highlight the critical role of self-confidence in driving learning enthusiasm among coaches. When self-efficacy alone does not directly increase engagement, self-confidence acts as a catalyst, enabling self-efficacy to improve learning enthusiasm significantly. These findings underscore the importance of self-confidence in fostering learning enthusiasm among coaches and have significant implications for developing culturally responsive educational policies and practices that support educator well-being and enhance learning outcomes globally.