DOES TEACHING PRACTICE EXPERIENCE AFFECT INTEREST IN BECOMING A TEACHER? THE ROLE OF SELF-EFFICACY AS AN INTERVENING VARIABLE

Authors

  • Sulis Rizkyka Nurcahyani* Universitas Negeri Jakarta, Indonesia
  • Ari Saptono Universitas Negeri Jakarta, Indonesia
  • Aditya Pratama Universitas Negeri Jakarta, Indonesia

DOI:

https://doi.org/10.55047/romeo.v1i4.333

Keywords:

Teaching Practice Experience, Interest in being a Teacher, Self Efficacy

Abstract

This study aims to determine the effect of teaching practice experience on interest in becoming a teacher mediated by self-efficacy in education students at the State University of Jakarta. This study uses a quantitative approach and uses primary data. The population in this study were students of education at the State University of Jakarta with a total sample of 250 students who were guided by the Roscoe Theory of 10% of the total population and the sample technique used was proportional random sampling. This study shows the results that teaching practice experience has a positive and significant effect of 38,1% on interest in becoming a teacher, self-efficacy has a positive and significant effect of 30,6% on interest in becoming a teacher, teaching practice experience has a positive and significant effect of 39,6% of self-efficacy and the role of self-efficacy mediating between teaching practice experience of 12,1% of interest in becoming a teacher in education students at the State University of Jakarta. With the intervening variable in this study, it is able to be a liaison or intermediary between exogenous variables and endogenous variables so that it has a total value of 50,2%.

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Published

2022-08-15

How to Cite

Nurcahyani, S. R., Saptono, A., & Pratama, A. (2022). DOES TEACHING PRACTICE EXPERIENCE AFFECT INTEREST IN BECOMING A TEACHER? THE ROLE OF SELF-EFFICACY AS AN INTERVENING VARIABLE. REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY (ROMEO), 1(4), 1–16. https://doi.org/10.55047/romeo.v1i4.333

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