The relationship between teaching readiness and self-efficacy in teaching English of the pre-service teachers at Universitas Negeri Padang
DOI:
https://doi.org/10.24036/jelt.v15i1.36Keywords:
Teaching readiness, Self-efficacy, EFL, Pre-service teacher, Teaching PracticumAbstract
This study investigated the relationship between teaching readiness and self-efficacy in teaching English among pre-service EFL teachers at UNP. This research aimed to investigate the level of teaching readiness and self-efficacy and to determine whether a significant relationship exists between the two variables of EFL pre-service teachers. Quantitative correlational research was used in this research. The participants of this research were 50 who had completed their teaching practicum in the July-December 2025 semester. The data were collected using a teaching readiness questionnaire based on Shulman’s frameworks and TPACK components, and a self-efficacy questionnaire was adapted from the Teacher Self-Efficacy Scale. Descriptive statistics were used to identify the level of teaching readiness and self-efficacy, while Spearman’s rank correlation was used to analyze the relationship between the variables. The findings indicate that the majority of EFL pre-service teachers fall in to moderate level of teaching readiness and self-efficacy. Furthermore, this research reveals a significant positive relationship between teaching readiness and self-efficacy, indicating that higher levels of preparedness in content, pedagogy, and technology were associated with stronger confidence in teaching practices, classroom management, and student engagement. These findings emphasize the importance of strengthening teaching readiness to enhance self-efficacy in preservice teacher education programs.
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