Keywords:
affective components
pre-service teacher performance
teaching commitment
teacher s' self-efficacy

  • Abstract

    Pre-service teachers (PST) are prospective educators with undergraduate academic qualifications who have attended teacher professional education. In Indonesia, teacher professional education lasts for two semesters, encompassing theoretical and practical courses related to pedagogical science. This study focuses on the influence of teachers’ self-efficacy and teaching commitment on pre-service teachers' performance. These are affective components that impact pre-service teachers’ performance. The research was conducted in July 2024 with 481 participants from Teacher Professional Education at one of the state university in Indonesia for the first period. Data on teacher self-efficacy and teaching commitment were collected using a questionnaire tested by the Directorate for Education and Skills, Organization for Economic Co-operation and Development. To assess pre-service teachers' performance, documentation of their teaching practice scores was utilized. Descriptive statistics revealed that 19% of pre-service teachers have high teacher self-efficacy, and 18% have high teaching commitment. Multiple linear regression analysis showed that (1) teacher self-efficacy significantly influences pre-service teacher performance; (2) teaching commitment positively affects performance; and (3) both self-efficacy and teaching commitment collectively impact performance. Teachers with high self-efficacy are more adept at identifying learning issues, managing classrooms, and achieving student outcomes. Similarly, teachers with strong teaching commitment tend to create effective teaching plans and pursue structured career development.

  • References

    1. Absolor, J. L. (2023). Pedagogical knowledge of the pre-service teachers of Ilocos Sur Polytechnic State College: A framework for intervention plan. International Journal of Social Science Research and Review, 6(6), 648–665. https://doi.org/10.47814/ijssrr.v6i6.1438
    2. Ah, S., Joh, R., & Jon Es, D. R. (2021). Special education or self-efficacy: The impact of training and experience. In Educational Renaissance (Vol. 10).
    3. Altun, M. (2017). The effects of teacher commitment on student achievement: A case study in Iraq. International Journal of Academic Research in Business and Social Sciences, 7(11). https://doi.org/10.6007/ijarbss/v7-i11/3475
    4. Bamidele, A. T., & Akanmu, M. A. (2023). Pre-service mathematics teachers’ self-efficacy and performance: A case study of education colleges in Kwara State, Nigeria. ATTARBAWIY: Malaysian Online Journal of Education, 7(2), 45–59. https://doi.org/10.53840/attarbawiy.v7i2.158
    5. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
    6. Buettner, C. K., Jeon, L., Hur, E., & Garcia, R. E. (2016). Teachers’ social–emotional capacity: Factors associated with teachers’ responsiveness and professional commitment. Early Education and Development, 27(7), 1018–1039. https://doi.org/10.1080/10409289.2016.1168227
    7. Burić, I., & Kim, L. E. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction, 66, Article 101302. https://doi.org/10.1016/j.learninstruc.2019.101302
    8. Cahapay, M. B., & Bangoc, N. F. (2021). Technostress, work performance, job satisfaction, and career commitment of teachers amid COVID-19 crisis in the Philippines. International Journal of Educational Research and Innovation, 2021(16), 260–275. https://doi.org/10.46661/ijeri.6145
    9. Cansiz, M., & Cansiz, N. (2019). How do sources of self-efficacy predict preservice teachers’ beliefs related to constructivist and traditional approaches to teaching and learning? SAGE Open, 9(4). https://doi.org/10.1177/2158244019885125
    10. Carrillo, F. A. G. (2012). Can technology replace the teacher in the pedagogical relationship with the student? Procedia - Social and Behavioral Sciences, 46, 5646–5655. https://doi.org/10.1016/j.sbspro.2012.06.490
    11. Daniel, C. E., & AlShammari, I. (2023). Preservice teachers’ perceptions of teacher self-efficacy in Kuwait public schools: A qualitative exploration. Journal of Educational and Social Research, 13(6), 183–194. https://doi.org/10.36941/jesr-2023-0157
    12. Darling-Hammond, L., & Bransford, J. (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. John Wiley and Sons.
    13. Dede, Y., & Uysal, F. (2012). Examining Turkish pre-service elementary teachers’ beliefs about the nature and the teaching of mathematics. International Journal of Humanities and Social Science, 2(12), 125–135.
    14. Depaepe, F., & König, J. (2018). General pedagogical knowledge, self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education. Teaching and Teacher Education, 69, 177–190. https://doi.org/10.1016/j.tate.2017.10.003
    15. Eğinli, İ., & Solhi, M. (2021). The impact of practicum on pre-service EFL teachers’ self-efficacy beliefs: First step into professionalism. Shanlax International Journal of Education, 9(4), 223–235. https://doi.org/10.34293/education.v9i4.4135
    16. Estiningtyas, E. S., & Darmanto, S. (2018). Mediating role of organizational commitment in developing employee performance: Study in Regional Secretariat of Blora Region, Central Java, Indonesia. International Journal of Research-Granthaalayah, 6(2), 283–291. https://doi.org/10.5281/zenodo.1194727
    17. Fabelico, F. L., & Afalla, B. T. (2023). Revisiting the curriculum: Insights from pedagogical competence and academic performance of preservice teachers. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2272597
    18. Felix, C. V. (2020). The role of the teacher and AI in education. In SAGE Business Cases. pp. 33–48. https://doi.org/10.1108/s2055-364120200000033003
    19. Fitzsimons, S., Sexton, P. J., Lehane, P., Donlon, E., McDonald, E., Karakolidis, A., & McKeever, C. (2024). Understanding pre-service teachers’ improvement in professional practice: A quantitative perspective. Irish Educational Studies. https://doi.org/10.1080/03323315.2024.2330883
    20. Garg, D. (2024). Professional commitment of secondary school teachers in relation to self-efficacy and teacher effectiveness. International Journal of Finance and Management Research, 6(2), 1–7. www.ijfmr.com
    21. Germuth, A. A. (2018). Professional development that changes teaching and improves learning. Journal of Interdisciplinary Teacher Leadership, 1(3), 77–90. https://doi.org/10.46767/kfp.2016-0025
    22. Gunawan, H., Haming, M., Zakaria, J., & Djamareng, A. (2017). Effect of organizational commitment, competence and good governance on employees performance and quality asset management. IRA-International Journal of Management & Social Sciences, 8(1), 17. https://doi.org/10.21013/jmss.v8.n1.p3
    23. Hidayah, T., & Tobing, D. S. K. (2018). The influence of job satisfaction, motivation, and organizational commitment to employee performance. International Journal of Scientific and Technology Research, 7(7), 122–127. http://repository.unej.ac.id/handle/123456789/96895
    24. Husniati, Yudana, M., Agung, A. A. G., & Dantes, K. R. (2024). The influence of self-efficacy on organizational commitment has an impact on teacher performance in elementary schools in Mataram City. International Journal of Religion, 5(10), 3282–3292. https://doi.org/10.61707/kyzhyf32
    25. Ingersoll, R., Merrill, L., & May, H. (2012). Retaining teachers: How preparation matters. Educational Leadership, 69(8), 30–34.
    26. Jamil, M., Jan Scholar, A., Muhammad Assistant Professor, N., & Ghazi Khan, D. (2024). Pre-service teachers’ perceptions of pedagogical skills learned during teacher education program. Pakistan Journal of Law, 3(1). http://pjlaw.com.pk
    27. Joo, B. K., & Bennett III, R. H. (2018). The influence of proactivity on creative behavior, organizational commitment, and job performance: Evidence from a Korean multinational. Journal of International & Interdisciplinary Business Research, 5(2), 1–21. https://scholars.fhsu.edu/cgi/viewcontent.cgi?article=1114&context=jiibr
    28. Karuppannan, G., & Jalani, S. (2021). The relationship between teacher commitment and effective teaching practices in rural primary school in Ranau, Malaysia. European Journal of Humanities and Social Sciences, 1(6), 32–38. https://doi.org/10.24018/ejsocial.2021.1.6.160
    29. Kumar, S. K., & Gnanaguru, S. (2008). Study on underachievement of B.Ed students in relation to their home environment and attitude towards teaching. Journal of Higher Education Policy Management, 21(2), 203–214.
    30. Lazarides, R., & Warner, L. M. (2020). Teacher self-efficacy. In Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.
    31. Leyser, Y., Zeiger, T., & Romi, S. (2011). Changes in self-efficacy of prospective special and general education teachers: Implication for inclusive education. International Journal of Disability, Development and Education, 58(3), 241–255. https://doi.org/10.1080/1034912X.2011.598397
    32. Lotunani, A., Idrus, M. S., Afnan, E., & Setiawan, M. (2014). The effect of competence on commitment, performance, and satisfaction with reward as a moderating variable. International Journal of Business and Management Invention, 3(2), 18–25.
    33. Mardiana, H. (2020). Lecturers’ adaptability to technological change and its impact on the teaching process. JPI (Jurnal Pendidikan Indonesia), 9(2), 275. https://doi.org/10.23887/jpi-undiksha.v9i2.24595
    34. Mérida-López, S., Extremera, N., & Chambel, M. J. (2021). Linking self- and other-focused emotion regulation abilities and occupational commitment among pre-service teachers: Testing the mediating role of study engagement. International Journal of Environmental Research and Public Health, 18(10). https://doi.org/10.3390/ijerph18105434
    35. Metin, K., & Asli, K. (2018). The relationship between organizational commitment and work performance: A case of industrial enterprises. Journal of Economic and Social Development, 5(1), 46–50. http://jesd-online.com/dokumenti/upload/separated/Vol_5_No_1_Paper5.pdf
    36. Mitchell, M. (2019). Teacher self-efficacy and classroom management. https://scholarworks.waldenu.edu/dissertations
    37. Morrell, P. D., & Carroll, J. B. (2003). An extended examination of preservice elementary teachers’ science teaching self-efficacy. School Science and Mathematics, 103(5), 246–251. https://doi.org/10.1111/j.1949-8594.2003.tb18205.x
    38. Moses, I., Admiraal, W., Berry, A., & Saab, N. (2021). Teacher education and student teachers’ commitment to teaching: A thematic literature review. Africa Education Review, 18(3–4), 75–92. https://doi.org/10.1080/18146627.2022.2150244
    39. Musset, P. (2010). Initial teacher education and continuing training policies in a comparative perspective: Current practices in OECD countries and a literature review on potential effects. OECD Education Working Papers, No. 48. OECD Publishing. https://doi.org/10.1787/5kmbphh7s47h-en
    40. Niemi, H., Nevgi, A., & Aksit, F. (2016). Active learning promoting student teachers’ professional competences in Finland and Turkey. European Journal of Teacher Education, 39(4), 471–490. https://doi.org/10.1080/02619768.2016.1212835
    41. Octoria, D., Ganendra, A., Adinda, N., & Arandari, W. (n.d.). Pengaruh pedagogical knowledge terhadap kinerja mahasiswa program pendidikan profesi guru dengan moderasi communication skills. https://doi.org/10.30868/ei.v12i04.5084
    42. Permana, R., Pd, M., Sabirin, F., Kom, S., & Feladi, V. (2016). Effect of self-efficacy and prior knowledge on students’ skills. Journal of Education, Teaching and Learning, 1, 76–81.
    43. Puruwita, D., Jamian, L. S., & Aziz, N. A. (2022). Instructional leadership practices and teachers’ job performance at high-performing vocational schools in Indonesia: A conceptual framework. Asian Journal of University Education, 18(3), 585–596. https://doi.org/10.24191/ajue.v18i3.18946
    44. Raveendran, T., & Gamage, A. S. (2019). The mediating effect of organizational commitment in the impact of transformational leadership style on employee performance: A study of divisional secretariats in the Jaffna District. International Journal of Human Resource Studies, 9(2), 116. https://doi.org/10.5296/ijhrs.v9i2.14623
    45. Renyut, B. C., Modding, H. B., Bima, J., & Sukmawati. (2017). The effect of organizational commitment, competence on job satisfaction, and employee’s performance in Maluku Governor’s Office. IOSR Journal of Business and Management (IOSR-JBM), 19(11), 18–29. https://doi.org/10.31227/osf.io/hnwdt
    46. Sarmawa, I., Suryani, N., & Gede Riana, I. (2015). Commitment and competency as an organizational citizenship behavior predictor and its effect on performance: A study of private vocational high schools in Klungkung Regency, Bali, Indonesia. International Journal of Economics, Commerce and Management, United Kingdom, 3(1). http://ijecm.co.uk/
    47. Siri, A., Supartha, I. W. G., Sukaatmadja, I. P. G., & Rahyuda, A. G. (2020). Does teacher competence and commitment improve teacher’s professionalism? Cogent Business and Management, 7(1). https://doi.org/10.1080/23311975.2020.1781993
    48. Sonmark, K., et al. (2017). Understanding teachers' pedagogical knowledge: Report on an international pilot study. OECD Education Working Papers, No. 159. OECD Publishing. https://doi.org/10.1787/43332ebd-en
    49. Tan, R., & Amrhein, B. (2019). Impact of training on pre-service teachers’ sense of self-efficacy to implement inclusive teaching in the English language classroom. Zeitschrift zur Konzeption, Gestaltung und Diskussion, 2(3), 365–382. https://doi.org/10.4119/hlz-2474
    50. Tang, S. Y. F., Wong, A. K. Y., Li, D. D. Y., & Cheng, M. M. H. (2021). Re-conceptualising professional competence development of student teachers in initial teacher education. Research Papers in Education, 36(2), 152–175. https://doi.org/10.1080/02671522.2019.1633563
    51. Trad, M., Alayoubi, M. O., Abdul Khalek, R., & Khaddage-Soboh, N. (2022). Assessing the influence of emotional intelligence on teachers’ performance in Lebanese private education institutions. Higher Education, Skills and Work-Based Learning, 12(3), 556–573. https://doi.org/10.1108/HESWBL-12-2020-0268
    52. Ulas, M., & Senel, E. (2020). The relationship between commitment to teaching, teacher efficacy, marginalisation and isolation: A study on physical education teachers. Cypriot Journal of Educational Sciences, 15(6), 1439–1453. https://doi.org/10.18844/CJES.V15I6.5217
    53. Xiao, J., & Wilkins, S. (2015). The effect of lecturer commitment on student perceptions of teaching quality and student satisfaction in Chinese higher education. Journal of Higher Education Policy and Management, 37(1), 98–110. https://doi.org/10.1080/1360080X.2014.992092
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Copyright (c) 2025 The Authors

How to cite

Octoria, D., Harahap, D. H., & Sari, P. R. (2024). The effect of teachers’ self-efficacy and teaching commitment on pre-service teachers’ performance. Multidisciplinary Science Journal, 7(4), 2025181. https://doi.org/10.31893/multiscience.2025181
Crossref
Scopus
Google Scholar
Europe PMC
  • Article viewed - 439
  • PDF downloaded - 213
  • SUPPLEMENTARY MATERIAL downloaded - 64