Influence of Field Experience Practices on Student Readiness to Become Teachers and their Self-Efficacy Levels

Abstract

Students need to have readiness to become teachers since they choose the education research program. This readiness is formed through strengthening self-confidence and the experiences they gain. The purpose of this research is to measure the impact of field experience practices on students' readiness level in performing the role of a teacher, with a focus on enhancing self-efficacy. This research involves 169 randomly selected students who implemented the simple random sampling method. The approach utilized in this research is a quantitative approach, implementing the Partial Least Squares (PLS-SEM) method in analyzing the structural equation model. According to path coefficient analysis, it was found that Field Experience Practices significantly and positively contributes to students' readiness in performing the role of a teacher. Additionally, field experience practices also has a positive and significant impact on students' self-efficacy levels. Furthermore, it is evident that self-efficacy also has a positive and significant impact on students' readiness levels in performing the role of a teacher. Meanwhile, outcomes of the indirect effect analysis indicate that self-efficacy serves as a significant mediating variable that mediates the positive relationship between field experience practices and students' readiness in performing the role of a teacher. According to the R Square test results, it can be concluded that approximately 43.5% of the variation in self-efficacy and approximately 68.5% of the variation in students' readiness in performing the role of a teacher can be explained by the field experience practices factor.