Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal International Journal of Pedagogy and Teacher Education
Suroto Rosyd Setyanto
STKIP PGRI Ponorogo
Education Social Sciences

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
A Mixed-Method Study of Pre-service Teachers’ Self-efficacy in the Indonesian Teacher Professional Education Program Tomy Kartika Putra; Ardian Pitra Satya Purnama; Suroto Rosyd Setyanto
International Journal of Pedagogy and Teacher Education Vol 7, No 2 (2023): International Journal of Pedagogy and Teacher Education - October
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v7i2.78515

Abstract

In order to enhance the quality of national teacher selection in Indonesia, the government has introduced the Pre-service Teacher Professional Education Program (PTPE). This one-year program follows a four-year undergraduate degree and aims to produce highly qualified teachers. Teachers’ self-efficacy, which refers to the belief in one's ability to perform teaching tasks successfully, is essential in ensuring effective education. When pre-service teachers have a strong sense of efficacy during their education programs, they are more likely to be confident in assisting students in achieving learning goals. Accordingly, this study aimed to examine the pre-service teachers' self-efficacy level and identify the significant factors contributing to their development. The researchers employed an explanatory sequential mixed-method approach (Creswell, 2012) involving 37 pre-service teachers to achieve a comprehensive understanding. The study utilized the Teachers’ Sense of Efficacy Scale, the Sources of Self-Efficacy Inventory, and interviews as data collection instruments. The findings revealed two primary outcomes: 1) pre-service teachers exhibited an excessively high measure of self-efficacy, and 2) mastery experience, vicarious experience, verbal persuasion, and psychological arousal significantly contributed to pre-service teachers’ self-efficacy. The implications of this research extend to future investigation, the PTPE program, teacher educators, teacher tutors, and school leaders to support the development of pre-service teachers’ self-efficacy.
Co-Authors Ardian Pitra Satya Purnama Tomy Kartika Putra