Abstract

This study aimed to develop a CICO Job Embedded Professional Development (CICO-JEPD) Model in enhancing teaching competency for supporting learners’ mathematical thinking. Employing a mixed-methods design, the research was conducted in three steps: drafting the model through focus group discussion with experts, critiquing and refining the model through experts focus group discussion, followed by validation of the proposed model using confirmatory factor analysis (CFA) based on data collected from a sample of 495 teachers and school administrators selected through proportionate stratified random sampling. The results of the confirmatory factor analysis (CFA) revealed that the CICO-JEPD model demonstrated an acceptable level of goodness-of-fit with the empirical data as indicated by the following fit index (χ²/df = 4.155, CFI = .936, TLI = .915, GFI = .916, and RMSEA = .080). During the model refinement process, one indicator was removed due to its low standardized factor loading and limited contribution to the model’s structure. This adjustment enhanced the overall fit and internal consistency of the model. The final model reflects both theoretical coherence and practical applicability. It provides a concrete and sustainable framework for teacher professional development particularly suited to educational contexts characterized by diversity and limited resources. The CICO-JEPD model holds promise as a guiding structure for implementing effective job embedded professional development that is both responsive to real world challenges and grounded in robust theoretical principles.

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