The Influence of Pre-Service Teacher's Self-efficacy on Teacher Leadership Readiness

Abstract

This study aimed to identify the effect of teacher self-efficacy on the readiness of teacher leadership. The study was quantitative in nature and used questionnaires as instruments in collecting data i.e. Teacher Self-Efficiency Scale and Teacher's Readiness. A total of 256 pre-service teachers who were in the eighth semester at a public university were selected as a sample through a stratified sampling technique. The data were analyzed descriptively and inferential. The results showed that teachers' self efficacy (m = 6.91, s.d = 0.96) and teacher leadership readiness (m = 3.95, s.d = 0.40) were high. The result of the simple linear regression analysis showed that the self-efficacy of pre-service teachers influenced the readiness of teacher leadership at R² = .35, F (134.749), p <0.05. In conclusion, the teacher's self-efficacy is an important factor in providing teacher leadership readiness. The implication of this study suggests that the teacher preparation program should consider self-efficacy as one of the essential components in its curriculum in instilling teacher leadership at an early stage.