STUDENTS' PERCEPTIONS OF TEACHER SELF-EFFICACY AND ITS INFLUENCE ON THEIR MOTIVATION
Abstract
ABSTRACT
The main purpose of this study was to examine the perception of students regarding teacher self-efficacy and its influence on their motivation in the context of learning. The researchers used mixed-method research as the research methodology. To gather the data, the researchers used some instruments, namely a questionnaire and an interview. The questionnaire was distributed to 30 undergraduate students at a university located in Yogyakarta, Indonesia. The instrument used was adopted from the Teacher's Self-Efficacy Scale Questionnaire developed by Tschannen-Moran & Hoy (2001). The data underwent both descriptive and statistical analysis using SPSS. The findings indicated that the students had a moderate degree of perceptions of teacher self-efficacy. In addition, the students' perceptions of teacher self-efficacy also influenced their motivation in learning. In other words, when students believe their lecturers have high self-efficacy in teaching, they are more motivated because they trust that the lecturers are capable of delivering the materials effectively and in an engaging manner. Therefore, it is important for lecturers to focus on building and cultivating their self-efficacy to positively influence students' learning outcomes.
ABSTRAK
Tujuan penelitian ini adalah untuk mengetahui persepsi siswwa terhadap efikasi diri guru dan dampaknya terhadap motivasi belajar mereka. Peneliti menggunakan penelitian mixed-method sebagai metolodi penelitian. Untuk mengumpulkan data, peneliti menggunakan beberapa instrument berupa kuesioner dan interview. Peneliti menyebarkan kuesioner tersebut kepada 30 mahasiswa S1 di suatu universitas di Yogyakarta, Indonesia. Instrumen yang digunakan diadaptasi dari Kuesioner Skala Efikasi Diri Guru yang dikembangkan oleh Tschannen-Moran & Hoy (2001). Data dianalisis secara deskriptif dan statistik. Hasil penelitian menunjukan bahwa siswa mempunyai tingkat persepsi efikasi diri guru yang sedang. Selain itu, persepsi siswa terhadap efikasi diri guru juga mempengaruhi motivasi mereka dalam belajar. Dengan kata lain, ketika mahasiswa yakin bahwa dosennya memiliki efikasi diri yang tinggi dalam mengajar, maka mahasiswa akan lebih termotivasi karena yakin bahwa dosen tersebut mampu menyampaikan materi secara efektif dan menarik. Oleh karena itu, penting bagi dosen untuk fokus membangun dan menumbuhkan efikasi diri agar dapat memberikan dampak positif terhadap hasil belajar mahasiswa.
How to Cite: Kusumaningtyas, B.W.D., Mbato, C.L. & Ena, O.T. (2023). Students’ Perceptions of Teacher Self-Efficacy and Its Impact on Their Motivation. IJEE (Indonesian Journal of English Education), 10(2), 428-442. doi:10.15408/ijee.v10i2.34758.
Keywords
References
Aikina, T. Y., & Bolsunovskaya, L. M. (2020). Moodle-based learning: Motivating and demotivating factors. International Journal of Emerging Technologies in Learning, 15(2), 239–248. https://doi.org/10.3991/ijet.v15i02.11297
Agarwal, N. (2018). A study of innovations in instructional strategies and designs for quality enrichment in Higher Education. Cosmos: An International Journal of Art & Higher Education, 7(2), 1-12.
Alexander, S. (2020). The relationship among teachers' self-efficacy beliefs, student motivation, and effective teaching. UMT Education Review (UER), 3(2), 47–64. https://doi.org/10.32350/uer
Anwar, S., & Nawaz, M. H. (2021). A study of the effect of teachers' behavior on students' academic achievement at secondary schools level. Elementary Education Online, 20(2), 1273–1273.
Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to Research in Education. Belmont: Wadsworth.
Bandura, A. (1997). Self-efficacy: The exercise of control.
del Greco, R., Bernadowski, C., & Parker, S. (2018). Using illustrations to depict preservice science teachers' self-efficacy: A case study. International Journal of Instruction, 11(2), 75–88. https://doi.org/10.12973/iji.2018.1126a
Doménech-Betoret, F., Abellán-Roselló, L., & Gómez-Artiga, A. (2018). Self-efficacy, satisfaction, and academic achievement: The mediator role of students' expectancy-value beliefs. Frontiers in Psychology, 8(1193). https://doi.org/10.3389/fpsyg.2017.01193
Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching: Motivation. London: Routledge.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second-language learning. Rowley, MA: Newbury House.
Kilday, J. E., Lenser, M. L., & Miller, A. D. (2016). Considering students in teachers' self-efficacy: Examination of a scale for student-oriented teaching. Teaching and Teacher Education, 56, 61–71.
Ma, K., Chutiyami, M., Zhang, Y., & Nicoll, S. (2021). Online teaching self-efficacy during COVID-19: Changes, its associated factors and moderators. Education and Information Technologies, 26(6), 6675–6697. https://doi.org/10.1007/s10639-021-10486-3
Ma, Y. (2022). The effect of teachers' self-efficacy and creativity on english as a foreign language learners' academic achievement. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.872147
Maddux, J. E. (2020). Self-efficacy: The power of believing you can (C. R. Snyder & S. J. Lopez, Eds.). London: Oxford University Press.
Mbato, C. L., & Triprihatmini, V. (2022). Empowering Pre-service English Teachers' Metacognitive Awareness in Teaching through Reflections. European Journal of Educational Research, 11(4), 2497–2512. https://doi.org/10.12973/eu-jer.11.4.2497
Pallant, J. (2016). SPSS Survival Manual. Berkshire: Open University Press.
Pishghadam, R., Adamson, B., and Shayesteh, S. (2013). Emotion-based language instruction (EBLI) as a new perspective in bilingual education. Multiling. Educ. 3, 1–16. doi: 10.1186/2191-5059-3-9
Riley, P. (2013). Attachment theory, teacher motivation & pastoral care: A Challenge for Teachers and Academics. Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development, 3(2), 112–129.
Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: the importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. In Review of Educational Research, 68, 202-248.
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: capturing an elusive construct. In Teaching and Teacher Education, 17.
Vu, T. T. N. (2021). Understanding validity and reliability from qualitative and quantitative research traditions. VNU Journal of Foreign Studies, 37(3). https://doi.org/10.25073/2525-2445/vnufs.4672
Wang, S., & Littlewood, W. (2021). Exploring students' demotivation and remotivation in learning English. System, 103, 102617–102610.
Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86, 981–1015. https://doi.org/10.3102/0034654315626801.
DOI: 10.15408/ijee.v10i2.34758
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
