The path to teaching Excellence: Examining self-efficacy of pre-service teachers during school internship programs in Indonesia

This study investigates the self-efficacy of pre-service teachers (PSTs) during their school internship programs in Indonesia, with a focus on exploring and validating the Pre-service Teachers Self-Efficacy during School Internship (PreTESESI) questionnaire. The primary aim of the study is to assess the psychometric properties of this new instrument and to explore how various dimensions of self-efficacy are reflected in PSTs' experiences during internships. Using Rasch analysis, this study evaluates the reliability and validity of the PreTESESI instrument, examining its ability to measure self-efficacy across multiple domains. A total of 478 PSTs from three provinces in Indonesia participated in the study. The findings confirm strong internal consistency (Cronbach's alpha) and acceptable item and person reliability with acceptable validity based on Rasch measurement. Findings also reveal that the Instructional Self-Efficacy (ISE) domain showed the highest self-efficacy scores, while the Efficacy in Creating a Positive School Atmosphere (ECPSA) domain recorded the lowest. Additionally, Differential Item Functioning (DIF) analysis revealed negligible gender bias for most items, with one item (ECPSA5) demonstrating moderate to large DIF. The study highlights the critical role of structured internships, mentorship, and reflective practices in enhancing PSTs' self-efficacy. This research not only provides relevant tool for assessing PSTs' self-efficacy during school internships but also provides valuable insights into their confidence and capabilities in the Indonesian context.