The effect of teachers' self-efficacy and teaching commitment on pre-service teachers' performance

Pre-service teachers (PST) are prospective educators with undergraduate academic qualifications who have attended teacher professional education. In Indonesia, teacher professional education lasts for two semesters, encompassing theoretical and practical courses related to pedagogical science. This study focuses on the influence of teachers’ self-efficacy and teaching commitment on pre-service teachers' performance. These are affective components that impact pre-service teachers’ performance. The research was conducted in July 2024 with 481 participants from Teacher Professional Education at one of the state university in Indonesia for the first period. Data on teacher self-efficacy and teaching commitment were collected using a questionnaire tested by the Directorate for Education and Skills, Organization for Economic Co-operation and Development. To assess pre-service teachers' performance, documentation of their teaching practice scores was utilized. Descriptive statistics revealed that 19% of pre-service teachers have high teacher self-efficacy, and 18% have high teaching commitment. Multiple linear regression analysis showed that (1) teacher self-efficacy significantly influences pre-service teacher performance; (2) teaching commitment positively affects performance; and (3) both self-efficacy and teaching commitment collectively impact performance. Teachers with high self-efficacy are more adept at identifying learning issues, managing classrooms, and achieving student outcomes. Similarly, teachers with strong teaching commitment tend to create effective teaching plans and pursue structured career development.