The Effect of Microteaching with Video Analysis in Developing Sense of Efficacy and Passion for Teaching among Student Teachers

This study aims to identify the effect of microteaching with video analysis on developing teaching self-efficacy and passion among student teachers using the quasi-experimental method. Sixty third-year English language undergraduate students from the Faculty of Education at Al-Azhar University were randomly assigned to experimental (microteaching with video analysis) and control (traditional microteaching) groups. The Teachers' Sense of Efficacy Scale (TSES) and Passion for Teaching Scale (PTS) were administered applied as pre-test, post-test, and follow-up measures. Results revealed significant improvements in the experimental group in across all dimensions of teaching self-efficacy, instructional strategies, classroom management, and student engagement with large effect sizes (?² = 0.749 to 0.817). The experimental group demonstrated significant increases in both harmonious passion (?² = 0.467) and obsessive passion (?² = 0.229), with stronger effects for harmonious passion. These gains were maintained at follow-up, suggesting enduring benefits of the intervention. The control group showed no significant changes across measurements. The study demonstrates that video analysis within microteaching yields more profound learning compared to standard microteaching by uniting professional learning practices with essential psychological skills development for teaching excellence. Received: 23 March 2025 / Accepted: 10 June 2025 / Published: 05 July 2025