The Relationship between Pre-service Teacher’s Motivation in Teaching, Readiness as a Professional Teacher, and Self-efficacy in ICT Development
Journal Title: International Journal of Multidisciplinary Research and Analysis - Year 2024, Vol 7, Issue 07
Abstract
This correlational study aims to examine pre-service teacher’s motivation in teaching, readiness as a professional teacher, and self-efficacy in ICT development. It examines the dimensions among pre-service teacher’s motivation in teaching, readiness as a professional teacher, and self-efficacy in ICT development in the study as well as examined their relationship. It also examines whether there are significant differences in the dimensions of pre-service teacher’s motivation in teaching, readiness as a professional teacher, and self-efficacy in ICT development differ according to gender and age. The participants of the study were 111 English pre-service teachers of two universities in Yogyakarta, Indonesia. The data were collected by distributing three different questionnaires, i.e. motivation adopted from Abraham Maslow Theory, readiness adopted from Concern-Based Adaption Model (CBAM), and self-efficacy in ICT development adopted from Arigusman (2013). Pearson Correlation and Multivariate Analysis of Variance (MANOVA) were performed to analyze the data. The findings demonstrated that there were five dimensions of motivation in teaching, namely physiological needs, safety needs, social needs, esteem needs, and self-actualization needs; while readiness as a professional teacher consisted of three dimensions, namely level of use, stages of concern, and innovation of configuration, and self-efficacy in ICT development consisted of two dimensions, namely abilities and strategy using ICT and factors extrinsic and intrinsic. Furthermore, this study involved pre-service teacher’s motivation in teaching, readiness as a professional teacher, and self-efficacy in ICT development as research variables. The first finding showed there was relationship among dimension in each variable, the second finding revealed there were significant differences between each dimension of each variable (p= < 0.05). Also, pre-service teacher’s motivation in teaching, readiness as a professional teacher, and self-efficacy in ICT development did not show the significant differences according to gender and age.
Authors and Affiliations
Ana Zulfa Hasanah, Nur Hidayanto Pancoro Setyo Putro
Keywords
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- EP ID EP741343
- DOI 10.47191/ijmra/v7-i07-69
- Views 52
- Downloads 0
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