Pengaruh Persepsi Profesi Guru, Efikasi Diri, Lingkungan Keluarga, Dan Teman Sebaya Terhadap Minat Menjadi Guru Mahasiswa Prodi Pendidikan Akuntansi UNESA

Abstract

A good education is a bridge to make a nation great and advanced. In other words, the teacher has a big role in it all. Teachers have a big role in realizing the success of education. This relates to education students who have been prepared to become teachers in the future. However, not all students set future goals to become teachers. Several causes can influence interest in becoming a teacher, including student perceptions of the teaching profession, student self-efficacy, family environment, and peers. This study aims to determine the effect of perceptions of the teaching profession, self-efficacy, family environment, and peers on students' interest in becoming teachers. This research belongs to the category of quantitative research. The research population used was students of the 2018 Accounting Education Study Program, Surabaya State University as many as 60 students with a sampling technique, namely saturated sampling. The method of data collection is done through a questionnaire. Based on the test results, it is known that 1) The perception of the teaching profession has no significant effect on student interest in becoming a teacher, 2) Self-efficacy has no significant effect on student interest in becoming a teacher, 3) Family environment has a significant effect on student interest in becoming a teacher, 4) Peers have a significant effect on students' interest in becoming teachers, and 5) Perceptions of the teaching profession, self-efficacy, family environment, and peers simultaneously have a significant effect on students' interest in becoming teachers.

Pengaruh Kepemimpinan Transformasional dan Efikasi Diri terhadap Organizational Citizenship Behavior (OCB) Guru Sekolah Dasar di Era Merdeka Belajar

“…Efikasi diri dikelompokan menjadi efikasi diri tinggi dan rendah (Adewale et al, 2019). Guru yang memiliki tingkat efikasi diri yang tinggi cenderung lebih termotivasi untuk memberikan kontribusi tambahan dalam lingkungan kerja mereka, seperti membantu rekan kerja, berpartisipasi aktif dalam kegiatan sekolah, dan memberikan dukungan ekstra kepada siswa di luar tanggung jawab mereka yang sebenarnya (Septiara & Listiadi, 2019). Secara keseluruhan, efikasi diri guru tidak hanya membentuk persepsi mereka terhadap kemampuan pribadi, tetapi juga mempengaruhi perilaku organisasional mereka di dalam sekolah (Seneviratne et al, 2019).…”

Kontribusi Perkuliahan Microteaching terhadap Minat Profesi Mengajar Mahasiswa Program Studi Pendidikan Teknik Bangunan FPTK UPI

“…Hasil perhitungan koefisien determinasi menunjukkan kontribusi variabel perkuliahan micro teaching terhadap variabel minat berprofesi guru sebesar 11,1%. Dengan nilai tersebut, kontribusi variabel perkuliahan micro teaching terhadap variabel minat berprofesi guru termasuk ke dalam kategori lemah (Tifani & Wahjudi, 2022). Sementara faktor-faktor tambahan yang tidak tercakup dalam penelitian ini berdampak pada 88,9% sisanya.…”

Does Teaching Practice Experience Affect Interest in Becoming a Teacher? The Role of Self-Efficacy as an Intervening Variable

“…This research is supported by several relevant literatures, such as Rahmadiyani et al, (2020) which shows that there is an influence between self-efficacy on interest in becoming a teacher by getting a coefficient of determination of 0.421 or 17.7%. Backed by research Septiara & Listiadi (2019) and Amalia & Pramusinto (2020) which states that there is a significant influence between self-efficacy on interest in becoming a teacher, because someone whose self-efficacy is in the high category can encourage effort and mindset on matters relating to interest in becoming a teacher.…”

“…Research result carried by Sari (2018) shows that the experience of teaching practice has a positive and significant effect on students' interest in becoming teachers. As well as Jenset, Klette, & Hammerness (2018) stated that teaching practice is very important for teacher candidate learning.…”