Influence of Self-Efficacy on the Development of Goal Orientation in Pre-Service Teachers
Keywords:
Self-efficacy, Goal orientation, Mastery approach, Performance approach, Pre-service teachersAbstract
The study aimed to examine the predictive ability of self-efficacy towards goal orientations among pre-service teachers. A descriptive survey approach and a convenience sampling method were utilized to gather a sample of 84 pre-service teachers. Data were collected using the General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995) and the Goal Orientation Scale (Elliot & McGregor, 2001). To meet the objectives, the study employed descriptive, correlation, and regression analyses. Correlation analysis revealed positive relationships between self-efficacy and both mastery approach and performance approach, and a negative relationship with mastery avoidance. Regression analysis indicated that self-efficacy did not significantly predict goal orientation. These findings suggest that while self-efficacy is linked to certain goal orientation approaches, it is not a significant predictor of goal orientation among pre-service teachers.
Downloads
References
Adalar, H. (2021). Social Studies Teacher Candidates’ Self-Efficacy Beliefs for Technological Pedagogical Content Knowledge (TPACK). International Journal of Education & Literacy Studies ISSN: 9(3), 169–183. http://dx.doi.org/10.7575/aiac.ijels.v.9n.3p.169
Akturk, A.O. & Saka Ozturk, H. (2019). Teachers’ TPACK levels and students’ self-efficacy as predictors of students’ academic achievement. International Journal of Research in Education and Science (IJRES), 5(1), 283-294.
Beik, A., & Cho, Y. (2023). Effects of goal orientation on online learning: A meta-analysis of differences in Korea and US. Current Psychology. Advance online publication. https://doi.org/10.1007/s12144-023-04389-4
Chu, S.-T., Hwang, G.-J., Chien, S.-Y., & Chang, S.-C. (2023). Incorporating teacher intelligence into digital games: An expert system-guided self-regulated learning approach to promoting EFL students' performance in digital gaming contexts. British Journal of Educational Technology, 54(2), 534-553. https://doi.org/10.1111/bjet.13260
George, S. V., & Richardson, P. W. (2019). Teachers’ goal orientations as predictors of their self-reported classroom behaviors: An achievement goal theoretical perspective. International Journal of Educational Research, 98, 345-355. https://doi.org/10.1016/j.ijer.2019.09.011
Istiningsih, (2022). Impact of ICT Integration on the Development of Vocational High School Teacher TPACK in the Digital Age 4.0. World Journal on Educational Technology: Current Issues. 14(1), 103-116. https://doi.org/10.18844/wjet.v14i1.6642
Malik, S., Rohendi, D., & Widiaty, I. (2019). Technological Pedagogical Content Knowledge (TPACK) with Information and Communication Technology (ICT) Integration: A Literature Review. In 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018) Technological (Vol. 299, pp. 498–503). https://doi.org/10.2991/ictvet-18.2019.114
Messarra, L., Mourad, M., & Al Harake, N. (2009). The linkage between professionals’ goal orientation and career anchors. International Journal of Business Research, 9, 50–56.
Mishra, P. (2019). Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76–78. https://doi.org/10.1080/21532974.2019.1588611
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. Available at http://one2oneheights.pbworks.com/f/MISHRA_PUNYA.pdf. Retrieved at 24 July 2021.
Molino, M., Cortese, C. G., & Ghislieri, C. (2020). The Promotion of Technology Acceptance and Work Engagement in Industry 4.0: From Personal Resources to Information and Training. International Journal of Environmental Research and Public Health, 17(7), 2438. https://doi.org/10.3390/ijerph17072438.
Raman, A., & Thannimalai, R. (2019). Importance of Technology Leadership for Technology Integration: Gender and Professional Development Perspective. SAGE Open, 9(4), 1–13. https://doi.org/10.1177/2158244019893707
Sarıgül, V., Karakaya, Y. E., İnce, U., & Yalçın, C. (2021). The Relationship Between the Teaching Goal Orientations and Teaching Approach of Physical Education and Sports Teachers. Journal of Educational Issues, 7(1). https://doi.org/10.5296/jei.v7i1.18384
Sastria, E. (2023). Indonesian Pre-service and In-service Science Teachers’ TPACK Level. International Journal of Biology Education Towards Sustainable Development, 3(1), 1-15. DOI: 10.52889/ijbetsd. v3i1.143
Shariq, S. M., Mukhtar, U., & Anwar, S. (2019). Mediating and moderating impact of goal orientation and emotional intelligence on the relationship of knowledge-oriented leadership and knowledge sharing. Journal of Knowledge Management, 23, 332–350. doi: 10.1108/JKM-01-2018-0033
Song, L., Ma, Z., & Huang, J. (2022). Exploring the Relationship Between Learning Goal orientation and Knowledge-Sharing Among Information Communication Technology Consultants: The Role of Incentive Schemes. Frontiers in Psychology, 13, 798668. doi: 10.3389/fpsyg.2022.798668
Susanto, R., Rachmadtullah, R., & Rachbini, W. (2020). Technological and pedagogical models: Analysis of factors and measurement of learning outcomes in education. Journal of Ethnic and Cultural Studies, 7(2), 1–14. https://doi.org/10.29333/ejecs/311
Teo, T., Unwin, S., Scherer, R., & Gardiner, V. (2021). Initial teacher training for twenty-first century skills in the Fourth Industrial Revolution (IR 4.0): A scoping review. Computers and Education, 170(September). https://doi.org/10.1016/j.compedu.2021.104223
Westbroek, H., De Vries, B., Walraven, A., Handelzalts, A., & McKenney, S. (2019). Teachers as co-designers: Scientific and colloquial evidence on teacher professional development and curriculum innovation. Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning. https://doi.org/10.1007/978-3-030-20062-6_3
Zhou, X., Rasool, S. F., Yang, J., & Asghar, M. Z. (2021). Exploring the relationship between despotic leadership and job satisfaction: the role of self-efficacy and leader–member exchange. International Journal of Environmental Research and Public Health, 18, 5307. doi: 10.3390/ijerph18105307
Bartimote-Aufflick, K., Bridgeman, A., Walker, R., Sharma, M., & Smith, L. (2016). The study, evaluation, and improvement of university student self-efficacy. Studies in Higher Education, 41(11), 1918-1942.
Megawati, F., & Astutik, Y. (2018). Teaching practicum: Investigating EFL preservice teachers‟ self-efficacy. English Review: Journal of English Education, 7(1), 125-136. https://doi.org/10.25134/erjee.v7i1.1500
Nugroho, H. A. (2017). Pre-service EFL teachers’ self-efficacy, their English proficiency, and their preparedness for teaching practicum program. Journal of English Education and Applied Linguistic, 6(2), 1-11. http://dx.doi.org/10.24127/pj.v6i2.997
Cania, M., Kusriandi, W., & Dwiniasih. (2024). EFL pre-service teachers’ self-efficacy beliefs during teaching practicum. International Journal of Indonesian Education and Teaching, 8(1), 88-100.
Bhati, K., & Behera, L. (2023). A comparative study on academic self-efficacy among tribal and non-tribal pre-service teachers. International Journal of Advance Research in Multidisciplinary, 2(1), 41-44.
Cao, X., & Pateña, A. (2024). Entrepreneurship education, intention, and self-efficacy of Chinese college teachers. Journal of Education and Educational Research, 7(3), 47.
Yıldızlı H. (2019) ‘Structural Relationships among Teachers’ Goal Orientations for Teaching, Self-efficacy, Burnout, and Attitudes towards Teaching’, Journal on Efficiency and Responsibility in Education and Science, vol. 12, no. 4, pp. 111-125. http://dx.doi.org/10.7160/eriesj.2019.120402
Dinçer, B. (2021). The predictors of senior pre-service teachers’ teacher self-efficacy: Achievement goal orientations and communication skills. International Journal of Curriculum and Instruction, 13(3), 3273–3294. https://creativecommons.org/licenses/by-nc-nd/4.0/
Paller, M. F., & Quirap, E. A. (2024). Teachers’ resilience and self-efficacy. International Journal of Multidisciplinary Research and Analysis, 7(4), 1729-1738. https://doi.org/10.47191/ijmra/v7-i04-35
Kilmen, S. (2022). Prospective teachers' professional achievement goal orientations, their self-efficacy beliefs, and perfectionism: A mediation analysis. Studies in Educational Evaluation, 74, 101165. https://doi.org/10.1016/j.stueduc.2022.101165
Ozkal, N., Yildiz Demirtas, V., Kasap Sucuoglu, H., & Guzeller, C. O. (2014). The relationship between the achievement goal orientation and the self-efficacy beliefs of the candidate teachers. Mevlana International Journal of Education (MIJE), 4(1), 212-227. http://dx.doi.org/10.13054/mije.13.76.4.1
Arslantas, S. (2021). An Investigation of Preservice Teachers’ Academic Self-Efficacy and Academic Motivation. International Journal of Modern Education Studies, 5(1), 146-167. http://dx.doi.org/10.51383/ijonmes.2021.95
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
Terms:
- Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
