Andragogi Jurnal Pendidikan dan Pembelajaran Vol 4.
No.
September 2024.
DOI: https://doi.
org/10.
31538/adrg.
E-ISSN 2807-8233 pp.
Investigating The Relationship Between Teacher SelfEfficacy and Student Achievement Paisun1.
Syarifah 2.
Mowafg Masuwd3 University of Annuqayah Sumenep.
Indonesia.
paisun89@gmail.
University of Darussalam Gontor Ponorogo.
Indonesia.
syarifah@unida.
3 University of Zawia.
Libya.
masuwd@zu.
Keywords:
Relationship Success.
Teacher Self-Efficacy.
Student Achievement Abstract In the context of teaching, teacher self-efficacy can significantly impact teaching practices, classroom management strategies, and, ultimately, student learning outcomes.
As the educational landscape continues to change rapidly, teachers must prioritize their professional development to meet the diverse needs of their students and ensure their success in the digital age.
This study aims to analyze the relationship between teacher self-efficacy and student learning outcomes, teachers, and significant findings or patterns between the two, and compare the results with similar studies from previous A qualitative descriptive method was used in this investigation, using a case study type.
Qualitative descriptive analysis techniques were used for the data analysis process involving 38 teachers, madrasah principals, and K.
Prigen Pasuruan administrators.
The results of this study found A positive correlation between teacher self-efficacy and student learning outcomes which highlights the importance of supporting teachers in developing confidence in their self-efficacy.
Implications for differences in levels of self-efficacy in various teacher demographic groups such as age, gender, teaching experience, and educational background.
Addressing gaps through appropriate interventions and support systems such as appropriate policies, infrastructure and teaching facilities can help strengthen the relationship between teacher independence and student learning outcomes, leading to more effective educational practices and policies in madrasahs and beyond.
Abstrak Dalam konteks pengajaran, efikasi diri guru dapat berdampak signifikan pada praktik pengajaran, strategi manajemen kelas, dan pada akhirnya, hasil belajar Karena lanskap pendidikan terus berubah dengan cepat, sangat penting bagi guru untuk memprioritaskan pengembangan profesional mereka sendiri untuk memenuhi berbagai kebutuhan siswa mereka dan memastikan keberhasilan mereka di era digital.
Penelitian ini bertujuan untuk menganalisa hubungan antara efikasi diri guru dengan hasil belajar siswa, guru, tentang temuan-temuan atau pola-pola yang Article history:
signifikan diantara keduanya dan perbandingan hasil dengan penelitian-penelitian Received: 15-05-2024 terdahulu yang sejenis.
Dalam penelitian ini metode deskriptif kualitatif digunakan Revised 13-07-2024 dalam penyelidikan ini dengan jenis studi kasus.
Teknik analisis deskriptif kualitatif Accepted 27-08-2024 digunakan untuk proses analisis data yang melibatkan 38 guru, kepala madrasah, dan pengurus KKM Prigen Pasuruan.
Hasil penelitian ini menemukan 1.
Korelasi positif antara efikasi diri guru hasil belajar siswa yang menyoroti pentingnya mendukung guru dalam mengembangkan kepercayaan diri dalam efektivitas diri Implikasi perbedaan tingkat efikasi diri dalam berbagai kelompok demografi guru seperti usia, jenis kelamin, pengalaman mengajar, dan latar belakang pendidikan.
Menangani kesenjangan melalui intervensi yang tepat dan sistem pendukung seperti kebijakan, sarana prasarana dan fasilitas megajar yang tepat dapat membantu memperkuat hubungan antara kemandirian guru dan hasil belajar siswa, sehingga mengarah pada praktik dan kebijakan pendidikan yang lebih efektif di madrasah dan sekitarnya.
Corresponding Author: paisun89@gmail.
Kata Kunci:
Hubungan Keberhasilan.
Efikasi diri guru.
Prestasi https://pasca.
id/index.
php/adrg/index Investigating The Relationship Between Teacher Self-Efficacy and Student Achievement
INTRODUCTION
Self-efficacy is a judgment of self-worth and a self-concept that focuses on the specific ability to accomplish tasks.
Self-efficacy beliefs are viewed as necessary judgments for the creation of self-concept beliefs (Klassen et al.
, 2.
The expression "self-efficacy" describes a personAos confidence in their own capacity to complete a task or reach an objective.
Psychologist Albert Bandura initially presented the notion during the 1970s, proposing that self-efficacy is critical in deciding how people approach problems and endure hardships.
TeachersAo self-efficacy can have a big impact on their classroom management techniques, instructional methods, and, in the end, the learning outcomes of their students (Golden, 2.
The notion that self-efficacy is a belief that can be improved and developed over time rather than a fixed attribute is a fundamental component of self-efficacy.
This means that by establishing realistic goals, looking for professional development opportunities, and taking time to reflect on their achievements in the classroom, teachers can aim to improve their self-efficacy (Klassen et al.
, 2.
Teachers can increase their self-efficacy and feel more secure in instructing pupils and fostering a healthy learning environment.
Better student involvement, motivation, and academic success may follow from this (Barni.
Danioni, & Benevene, 2.
Self-efficacy in teaching is not a fixed trait but rather a belief that can be developed and strengthened over time.
This means that teachers can work to enhance their self-efficacy by setting achievable goals, seeking out professional development opportunities, and reflecting on their successes in the classroom (Chao.
Forlin, & Ho.
By building their self-efficacy, teachers can become more confident in their abilities to effectively educate their students and create a positive learning environment (Nurfatimah.
Hasna, & Rostika, 2.
This, in turn, can lead to improved student engagement, motivation, and academic achievement.
Additionally, research has shown that teachers with higher levels of self-efficacy are more likely to persist in the face of challenges and setbacks, ultimately leading to greater job satisfaction and overall effectiveness in the classroom (Morris.
Usher, & Chen, 2.
The quality of teachers definitely affects the quality of education in Indonesia.
Rythia Afkar, a World Bank researcher, quoted CNN Indonesia as revealing that teachers' performance in Indonesia is still fairly low (Afkar & Yarrow, n.
The poor quality of teachers in Indonesia is seen in their competence and ability to teach.
The excessive learning loss experienced by students due to the COVID-19 pandemic in Indonesia has resulted in the effectiveness of teaching lessons only reaching 40%(Abidin & Sirojuddin, 2024.
Budhayanti, 2.
Data from the Central Statistical Authority (B.
) show that each year, the number of teachers eligible to teach continues to experience an increasing trend since the academic year 2021Ae2022 (Jayanti.
Setiawan.
Azhari, & Siregar, 2.
The number of teachers eligible to teach in Indonesia 955, with a percentage of 95.
78 percent.
This number increased by 9.
percent when compared to the year-on-year of the previous academic year, with a total of 2,654,945 people (Hidajat, 2.
Andragogi: Vol 4 no 2 2024 Paisun.
Syarifah.
Mowafg Masuwd Another challenge is that the number of Indonesian teachers above the millennial generation aged between 25 and 35 is 29.
6 percent.
The number of teachers in this age group is 995,108, the proportion of teachers is 851,316, and the rest is Besides.
Indonesia has a teacher retirement rate one level below that of the millennial generation.
Teachers aged 50 to 59 years in Indonesia currently number 694 people, with a teacher ratio of 793.
By 2024, teachers who will reach retirement age will be 69,762, and the shortage of 1,312,759 teachers is described in more detail in the following data (Jayanti et al.
, 2.
Picture 1.
Teacher shortage statistics for the next 5 years Source : Kemendikbud RI The Ministry of Cultural Education Research and Technology (Kemendikbudriste.
has made several efforts to provide for the needs of competent teachers among them through the teacher profession education program (PPG), but the reality of graduates of the PPG Prajabatan 2006Ae2018 is 27.
935 people.
In addition to the 2019Ae2021 PPG participants of 2,963 who are not enough to meet the needs of teachers by 2024, which reaches 69,762 people (Nurfatimah et al.
, 2.
On the other hand, about 0.
2% of teachers are still serving despite having passed the retirement period of 6,464 people, with a proportion of 4,190 teachers, and the remainder are educated.
The existence of most teachers comes from the millennial generation, which is in line with the needs of today's educational era, which is also growing through the process of digitalization and technology (Daheri.
Pattiasina.
Saputra.
Nurdiansyah, & Uzlifah, 2022.
Efendi & Sholeh, 2.
From this discussion, it is important to raise awareness of the huge gap towards the availability of the ideal number of teachers in Indonesia that need to be boasted with the quality of such teachers, the quality which is meant by growing awareness that the role of each teacher is very important and willing to develop his ability to develop professionalism independently (Adiyono.
Fadhilatunnisa.
Rahmat, & Munawarroh, 2022.
Alazeez.
AL-Momani, & Rababa, 2.
Has shown a strong correlation between the two.
Teachers who believe in their ability to positively impact their students' learning are more likely to create engaging .
Andragogi: Vol 4 no 2 2024 Investigating The Relationship Between Teacher Self-Efficacy and Student Achievement lessons, provide effective feedback, and cultivate a supportive classroom environment.
This, in turn, leads to improved academic performance, higher student motivation, and better overall well-being (Basir et al.
, 2.
As the education landscape continues to change rapidly, it is crucial for teachers to prioritize their own professional development and self-efficacy in order to meet the diverse needs of their students and ensure their success in the digital age (Mariyono & Maskuri, 2.
Self-efficacy plays a crucial role in the classroom, especially in the era of digitalization and education 4.
Teachers who have a strong sense of self-efficacy are more likely to adapt to new technologies and teaching methods, ultimately benefiting their students.
In Indonesia, the majority of teachers are from the millennial generation, which aligns with the evolving needs of the education sector.
As such, it is essential for educators to continue developing their self-efficacy to effectively navigate the challenges and opportunities presented in the modern classroom (Hascher & Hagenauer.
One way for teachers to enhance their self-efficacy is through professional development opportunities that focus on integrating technology into their teaching By gaining proficiency in digital tools and resources, educators can create more engaging and interactive lessons that cater to the diverse learning styles of their Additionally, collaborating with colleagues and sharing best practices can also help teachers build confidence in their abilities to effectively use technology in the As the education landscape continues to evolve, teachers must be willing to adapt and grow in order to meet the ever-changing needs of their students (Mohamadi & Asadzadeh, 2.
From the various literatures above, this study aims to find an analysis of the relationship between teacher self-efficacy and student learning outcomes, a discussion of significant findings, or patteRNs, and a comparison of results with previous research in the field (Manasikana & Anggraeni, 2.
METHOD
Field research is the methodology used in this kind of qualitative study, in which researchers make in-person observations in the field (Hennink.
Hutter, & Bailey.
A qualitative descriptive method is employed in this investigation.
elementary madrasah instructors from Prigen Pasuruan District who belonged to the madrasah working group organization (KKM) and represented 18 elementary madrasah institutions served as the study's participants (Arifin, 2.
Teachers served as the study's primary samples, and some student representatives also served as informants.
To gather information about the relationship between teacher self-efficacy and student learning outcomes, for example, the following methods of data collection were employed: .
observation to systematically watch and record the phenomena that occurred at the research location.
interviews to gather information directly from sources regarding significant patterns and comparisons from previous research results.
documentation to record past .
Andragogi: Vol 4 no 2 2024 Paisun.
Syarifah.
Mowafg Masuwd events in the form of writings, pictures, or monumental works found in the field (Sugiyono, 2.
A qualitative descriptive analysis technique is applied to the data analysis process, which involves using understandable language and sentences to describe, explain, or describe the data in issue formulations throughout multiple stages.
Prior to editing, the data gathered from the field is verified to ensure it is accurate and legitimate (Abdussamad, 2.
Data analysis comes next when the multi-stage data management procedure is finished.
Additionally, the data is examined using the methods of data analysis suggested by Miles and Huberman, such as data reduction, data presentation, data verification, or conclusion drawing, to address the issues brought up in the first chapter (Almanshur & Ghony, 2012.
Hamzah, 2.
The intensity of the researchers' in-depth observation of reality and routine, the policies carried out by the Madasah working group (KKM), and the various phenomena of this organization to cultivate self-efficacy in finding researchers will explain some important things in the following description.
RESULT AND DISCUSSION
RESULT
Relationship Between Teachers' Self-Efficacy and Student Outcomes The study revealed a significant positive correlation, suggesting that teachers with higher levels of self-efficiency tend to have students with better academic results.
These findings highlight the importance of supporting teachers in developing confidence in their self-effectiveness, as it can ultimately affect their students' success (Almanshur & Ghony, 2012.
Hamzah, 2.
Furthermore, the data also showed variations in the levels of self-effectiveness between different demographic groups of teachers, which indicated the need for targeted interventions to overcome the gaps and ensure a fair outcome for all students whose explanation above was implemented by the madrasah working group (KKM) of the prigen emergency as follows:
The madrasah's working group is committed to creating support from equal school leadership, resulting in relatively similar teaching experiences and job This support will enable KKM Prigen to hold a regular workshop to discuss the assessment standards used in each member school.
This workshop involves the head of school and the teacher intensively.
KKM provides free access to communication in a group discussion forum in a variety of digital communication media to strengthen understanding and problem solving quickly (Rofiq & Nadliroh.
Sirojuddin.
Ashlahuddin, & Aprilianto, 2.
Muhamad A'an Khunaefi.
Chairman of the Working Group of Madrasah Ibtida'iyah Teachers (KKGMI), reaffirmed that the organization's commitment is on guard and symbolizes the competence of madrasah teachers by inviting various educational experts from outside to provide new perspectives in the development of a .
Andragogi: Vol 4 no 2 2024 Investigating The Relationship Between Teacher Self-Efficacy and Student Achievement more effective and inclusive curriculum.
It is essential to meet the needs of a dynamic education and to be an appropriate and accurate comparator of the quality of teaching.
Implications of Differences in Levels of Self-Efficacy Among Different Teacher Demographic Groups.
Research has shown that the self-effectiveness of madrasah teachers in primary education is very variable.
differences in the quality of this competence are found due to different demographic factors such as age, gender, teaching experience, and educational background.
For example, 43% of young teachers who dominate this sector with less than five years of teaching experience tend to have lower levels of selfefficiency than teachers that have been teaching for more than 10 years.
Thirty-seven percent were teachers of average adult age with a near-ideal level of competence.
The percentage has increased and is increasing with further studies so that it is easier to adapt to the importance and needs of learning in leveraging technology and Out of the percentage of ideal age abilities above, there were 11 female teachers, and 7 of them were continuing further studies in college, so researchers found that women tended to have higher levels of self-effectiveness than men in the context of motivation and teaching in the madrasah.
Teachers with a higher educational background tend to have higher self-efficiency in performing their teaching duties.
The elevation of the teacher's self-evacuation emerges from an attitude of consciousness that is easy to cultivate as a form of responsibility and a profession that must be respected because of the credibility and professionalism of a teacher (Hikmah.
Rahmawati, & Lestari, 2.
Therefore, this data is important for KKM and/or KKGMI to understand these differences so that they can be the material for developing appropriate intervention strategies to improve each teacher's self-efficiency.
Thus, the quality of teaching can be expected to improve overall and create a more inclusive and effective learning environment for all students.
Potential Factors that Contribute to the Variation of Teachers's Self-Effectiveness in the Disability of the New Generation KKM Prigen encourages every educational institution to create a supportive and collaborative school climate, which is one of the potential factors that can contribute to the variation of teacher self-effectiveness in Prigen Pasuruan.
With a conducive school climate, teachers will feel more supported and motivated to improve the quality of their teaching.
Such a positive climate begins when teachers get the support of the head of school.
Adequate facilities, as well as the active involvement of parents and the community, can also affect the level of teacher self-efficacy.
Description Supeno.
, as the secretary of KKGMI, explains that organizations outside the school contribute by paying attention to the above factors, in realization by providing facilities to all heads of staff to follow training and study tours to find comparisons and benchmarking that is expected as adding reference dam .
Andragogi: Vol 4 no 2 2024 Paisun.
Syarifah.
Mowafg Masuwd insight to implement new policies in each department so that it is easy for a teacher to improve the self-efficiency of teachers in the district of Prigen Wealth can continue to improve so that the quality of education in the region can also improve significantly.
Moreover, the more educational value given to stakeholders will be very, very important to appreciate from every personal experience and formal education of each teacher in evaluating their level of self-effectiveness.
These factors can also affect their convictions and motivations for carrying out their daily teaching tasks.
understanding the complexity of each individual, we can create more personal and effective intervention strategies for improving the teacher's overall self-efficiency.
For example, if a teacher has a less pleasant personal experience in their professional activities, then KKM popularizes that the meeting material does not always discuss school issues in general, but it is also important to discuss the problems and difficulties encountered by each teacher intensively and with the right problem solving approach.
This can affect their confidence in their teaching ability.
providing appropriate leadership support and professional training, teachers can feel more confident and effective in carrying out their daily teaching duties (Sudirman, n.
) .
Opportunity to Gain Positive Teacher Outcomes Beyond Academic Achievement Increased job satisfaction, retention rates, and overall well-being among educators became the focus of the work program of KKM Preventive Prevention to actively provide intensive training skills in classroom management and innovative and consistent learning approaches between the madrasah institutions and the educational services of the rich district, in addition to being able to be more confident in facing the challenges in the classroom.
This can also help increase their job satisfaction and also affect the rate of retention of teachers in the school.
Thus, the non-material well-being of educators as a whole can be improved by the improvement of teacher self-efficiency.
Moreover, teachers who feel more confident also tend to be more enthusiastic about carrying out their duties, which can ultimately have a positive impact on student learning Thus, improved teacher self-efficiency not only affects academic achievement, but also various other aspects that can improve the overall quality of education (Hascher & Hagenauer, 2.
Increased job satisfaction, retention rates, and overall well-being among educators became the focus of the work program of KKM Preventive Prevention to actively provide intensive training skills in classroom management and innovative and consistent learning approaches between the madrasah institutions and the educational services of the rich district, in addition to being able to be more confident in facing the challenges in the classroom.
This can also help increase their job satisfaction and also affect the rate of retention of teachers in the school.
Thus, the non-material well-being of educators as a whole can be improved by the improvement of teacher self-efficiency.
Moreover, teachers who feel more confident also tend to be more enthusiastic about carrying out their duties, which can ultimately .
Andragogi: Vol 4 no 2 2024 Investigating The Relationship Between Teacher Self-Efficacy and Student Achievement have a positive impact on student learning outcomes.
Thus, improved teacher selfefficiency not only affects academic achievement but also various other aspects that can improve the overall quality of education (Kahar.
Nisa.
Marisa, & Dachmiati, 2.
Other work programs are prepared by KKM Prigen in a communicative manner by providing information and assistance from the government in order to optimize such efforts and cooperate in the mining of UMKM, which is a school-owned cooperative effort aimed at enhancing the welfare of teachers and other social humanitarian interests.
Practical Strategies Trough Policy Makers.
School Administrators Policy makers may be able to start this by giving incentives to schools that succeed in improving teacher self-efficiency, while school administrators can hold routine training to improve teachers' pedagogical skills.
In addition, other stakeholders, such as parents and other stakeholders, can also play a part in creating an inclusive and supportive learning environment for all students.
With strong collaboration among all parties involved, the education system can become more inclusive and equal for all individuals.
Parents can play a more active role in supporting children's learning processes at home, while society can provide moral and social support to students in facing learning challenges so that each individual has equal opportunities to develop their potential and success in education Manasikana And Anggraeni.
AoPendidikan Karakter Dan Mutu Pendidikan IndonesiaAo.
Recognition of some madrasah teachers found by the researchers there are 2 institutions that have carried out such awareness by giving additional incentives as a form of effectiveness success and further in the form of charter award of the teacher award program.
The head of the KKM hopes that the teachers' week of madrasas every year becomes the moment of uniting the madrasha in the prigen circumstances, from the event will be a media of recommendation and mutual learning between the matrasah as an effort to create a good working environment for teachers and a natural environment that is conducive to students.
DISCUSSION