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All Journal Jurnal Pendidikan Ekonomi Undiksha Ekuitas: Jurnal Pendidikan Ekonomi Classroom Action Research Journal (CARJO) SOCIAL : Jurnal Inovasi Pendidikan IPS Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan SENTRI: Jurnal Riset Ilmiah Majapahit Journal of Islamic Finance and Management Majapahit Journal of Islamic Finance dan Management EDUCATIONE: Journal of Education Research and Review
Wijaya, Shendy Andrie
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Aerospace Engineering Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Journal : EDUCATIONE: Journal of Education Research and Review

 1 
FAMILY AND PEERS MATTER: WHAT DRIVES UNDERGRADUATES’ INTENT TO BECOME TEACHERS Habibah, Yusqi Alfi; Wijaya, Shendy Andrie; Neviyani
EDUCATIONE (In Press) Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.159

Abstract

Education systems rely on teachers as key agents of learning, yet many undergraduates—even in teacher-education pathways—report waning interest in teaching. Grounded in social-context perspectives, this study examines whether family environment and peer relationships shape students’ interest in becoming teachers at Universitas PGRI Argopuro Jember. The objectives were to (1) estimate the partial effects of family environment and peer relationships and (2) assess their simultaneous influence on teaching interest. A quantitative survey was administered to a purposive sample of 96 students from the 2021 cohort (population = 2,480). Data were gathered via Likert-scale questionnaires and analyzed in SPSS through data screening, classical assumption tests, and multiple linear regression. Instruments demonstrated high internal consistency (α = .918, .930, .909). Assumptions were met (e.g., Kolmogorov–Smirnov p = .200; VIF = 1.214; Glejser p > .05). The regression model showed that both family environment () and peer relationships () positively and significantly predict interest in becoming a teacher, with family exerting the stronger effect; the model explained 31.5% of variance (). These findings indicate that strengthening family support and cultivating constructive peer climates can bolster students’ teaching interest. Practically, programs should integrate parent-partnership orientations and peer mentoring/communities of practice alongside early mastery experiences (e.g., micro-teaching, supervised practicums). Future studies should employ longitudinal or SEM/PLS-SEM designs to test mediated–moderated pathways (e.g., self-efficacy, task values) and conduct multi-group analyses by gender, SES, or practicum exposure, complemented by qualitative inquiry into family and peer meaning-making about the profession. Education systems rely on teachers as key agents of learning, yet many undergraduates—even in teacher-education pathways—report waning interest in teaching. Grounded in social-context perspectives, this study examines whether family environment and peer relationships shape students’ interest in becoming teachers at Universitas PGRI Argopuro Jember. The objectives were to (1) estimate the partial effects of family environment and peer relationships and (2) assess their simultaneous influence on teaching interest. A quantitative survey was administered to a purposive sample of 96 students from the 2021 cohort (population = 2,480). Data were gathered via Likert-scale questionnaires and analyzed in SPSS through data screening, classical assumption tests, and multiple linear regression. Instruments demonstrated high internal consistency (α = .918, .930, .909). Assumptions were met (e.g., Kolmogorov–Smirnov p = .200; VIF = 1.214; Glejser p > .05). The regression model showed that both family environment () and peer relationships () positively and significantly predict interest in becoming a teacher, with family exerting the stronger effect; the model explained 31.5% of variance (). These findings indicate that strengthening family support and cultivating constructive peer climates can bolster students’ teaching interest. Practically, programs should integrate parent-partnership orientations and peer mentoring/communities of practice alongside early mastery experiences (e.g., micro-teaching, supervised practicums). Future studies should employ longitudinal or SEM/PLS-SEM designs to test mediated–moderated pathways (e.g., self-efficacy, task values) and conduct multi-group analyses by gender, SES, or practicum exposure, complemented by qualitative inquiry into family and peer meaning-making about the profession.
Co-Authors Cahyono, Arie Eko Habibah, Yusqi Alfi Hilmiyah, Arifatul Kurniawan, Moh Usman Muhammad Fadli Mustofa, Amir Neviyani Neviyani Neviyani, Neviyani Novi W, Roro Aditya Rahmadi, Dedi Roro Aditya Novi Wardhani Saputra, Oki Wahyudi Saputri, Septyalina Dian Sari, Devi Septiani Ratna Susilo, David K Syah, Mohammad Hendrik Firman