Science Teachers’ Perceptions on Continuing Professional Development (CPD), Self-Efficacy, and Instructional Performance. American Journal of Multidisciplinary Research and Innovation , Delaware, U.S., v. 3, n. 4, p. 73–89, 2024. DOI: 10.54536/ajmri.v3i4.3052. Disponível em: https://e-pallipublishers.com/index.php/ajmri/article/view/3052. Acesso em: 25 apr. 2026.