Measuring the influence of short teaching practicum to the student teachers' sense of self-efficacy

Abstract

Teachers’ sense of self-efficacy has been linked positively to their performance and their students’ achievement. This sense of self-efficacy is influenced by the teachers’ teaching experiences. One of the first official teaching experiences for the student teachers of English Education was the short teaching program in secondary schools during their university study. It is usually held in the seventh semester.  This research aimed at measuring the student teachers’ sense of self-efficacy consisting on three aspects: classroom interaction, classroom management, and teaching instruction. There were 62 respondents who met the requirements to be surveyed in the program. This research employed English Teachers’ Sense of Efficacy Scale (ETSES) survey by Chacon (2005). The survey was administered twice, pre and post teaching practicum program. After that, the data were analysed using a paired t-test at significance level of 10 per cent. The results of engagement, management, and instruction strategy efficacy were 0.598, 0.062, and 0.206 respectively. These result indicated that the teaching program influenced the classroom management efficacy significantly whereas the other two, engagement and instruction strategy efficacy were influenced positively but not significant. In addition, general teaching efficacy increased but it was not significant