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To comply with the government's policy to develop human resources of Indonesia through educational endeavors, the Ministry of Education and Culture's decree dated December 31, 1989 (No. 0854/U/1989) raised the formal qualification of elementary school teachers from senior high school level to the DII level, requiring two and half years of post-secondary preservice education. To improve the effectiveness and professional status of current primary school teachers, the government of Indonesia also launched an inservice PGSD program, called the DII "equivalency" course or the DII inservice program (PGSD Team, 1994). Inservice education programs are designed to "alter professional practices, beliefs, and understanding of school persons toward an articulated end" (Griffin, 1983, p. 2). In most cases, that end is "change in the classroom practices of teachers, change in their beliefs and attitudes, and change in the teaching outcomes of students" (Guskey, 1986, p. 6). Specifically, the present study investigated the impact of the DII inservice program on two of these inservice outcomes, teachers' sense of efficacy and their perceptions of the work environment. A quasi-experimental design was used to test the research questions in this study: (a) Is there any statistically significant usd(p<.05)usd difference by group (e.g., training or non-training) and by location (e.g., rural or urban) on teachers' sense of efficacy? (b) Is there any statistically significant usd(p<.05)usd difference by group (e.g., training or non-training) and by location (e.g., rural or urban) on teachers' perceptions of their work environment? By using stratified random sampling procedures, two different groups of subjects were selected from public primary school teachers in Lampung Tengah district, Lampung province of Indonesia. Each group consisted of 400 selected teachers. One group consisted of teachers who have completed the DII inservice program and the second group was teachers who have not completed the DII inservice program. Both groups of teachers had more than 12 years of teaching. The teachers' sense of efficacy was assessed with Emmer's (1990) Efficacy questionnaire, and the teachers' perceptions of their work environment was assessed with Rentoul and Fraser's (1983) School-Level Environment questionnaire. To investigate the impact of the D2 inservice program, inclusion or non-inclusion in the DII program and the school location were the independent variables in this study. The dependent variables were teachers' sense of efficacy and teachers' perceptions of their work environment. Two-way analyses of variance (ANOVA) were used to examine whether there were significant usd(p<.05)usd differences by group (e.g., training or non-training) and location (e.g., rural or urban) on teachers' sense of efficacy and teachers' perceptions of their work environment. This study found that there were significant usd(p<.05)usd differences in teaching efficacy by location. Urban teachers reported more teaching efficacy than rural teachers. Significant usd(p<.05)usd differences also were found in resource adequacy by group and by location. Trained teachers and rural teachers reflected more positive attitudes toward resource adequacy. The study results revealed some positive findings for teachers involved in Indonesian education. Teachers either from urban and rural, trained and untrained had high scores in almost all of the the scales used in this study. Resource adequacy was the only scale which had a moderate score.
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