Indonesian Efl Pre-Service Teachers’ Self-Efficacy

Abstract

Having a high level of self-efficacy in teaching is not only needed by in-service teachers but also by pre-service teachers. Therefore, this study aims to determine the level of self-efficacy of pre-service teachers in teaching at the Department of English Education, in a private university in Yogyakarta. The data were collected by involving 100 students from the English Language Education Department in a private University in Yogyakarta using the Teachers’ Sense of Efficacy Scale questionnaire with a total of 24 question items and divided into 3 domains, namely efficacy for classroom management, efficacy for students’ engagement and efficacy for instructional strategies. The data collected were analyzed using statistics descriptive to find out the average of all items in the questionnaire. This study shows that preservice

teachers tend to have good classroom management from the highest domain, and followed by students' engagement and instructional strategies in the second highest position with the same value. Therefore, the self-efficacy of the pre-service teachers is high which can make students value the learning process.