Mediating Roles of the Cooperating Teachers’ Self-Efficacy to the Pre-Service Teachers’ Classroom Instruction and Evaluation

Abstract

This study determined the mediating roles of cooperating teachers’ self-efficacy to pre-service teachers’ classroom instruction and evaluation and their performance in practice teaching. The sample consisted of twenty-one cooperating Kindergarten teachers and twenty-one pre-school education (PSEd) pre-service teachers. This study employed descriptive-investigatory research. Cooperating teachers have a strong determination to deal with academic-related challenges which they encounter, and also to manage personal conflicts, but they do not compromise being open-minded to someone opposing them. The pre-service teachers meet the standards set by the college regarding the different competencies in preparation for the actual teaching. They do best in the preparation of teaching aids, while their ability to answer questions during actual demonstration teaching should be improved. The General Self-Efficacy (GSE) of the cooperating teachers does not mediate with the level of pre-service teachers’ classroom instruction and evaluation performance. The teaching and management skills of the future teachers are brought about by the high self-efficacy of their cooperating teachers in a mediating role.