Empowering the Practice-Based Mentoring in Microteaching on Pre-Service ICT Teachers: High and Low Self-Efficacy Analysis
DOI:
https://doi.org/10.58706/ijorce.v4n1.p14-21Keywords:
Microteaching, Self-Efficacy, Pre-Service Teacher, Mentor, MotivationAbstract
Practice-based microteaching is now an important method in pre-service teacher education, particularly in ICT, as it creates a forum to practice teaching skills in a structured setting. However, the success of this depends greatly on the quality of guidance, which has the capacity to deliver timely and critical feedback. Self-efficacy, being the belief that an individual is capable of completing tasks, has been a significant predictor of learning achievement and motivation. The present research aims to examine the pre-service ICT teachers' learning achievement and the learning motivation of high and low self-efficacy individuals within a practice-based microteaching environment supported by mentoring. In experimental design, the subjects (N = 82) were divided into high and low self-efficacy according to a standardized self-efficacy scale. The data analysis in this study employed the t-test and Analysis of Covariance (ANCOVA). The findings of this study indicated there was no difference in learning achievement between the two groups on practice-based mentoring in microteaching for pre-service ICT teachers. Moreover, in intrinsic motivation, it was found that high self-efficacy practice-based mentoring microteaching students have significantly higher intrinsic motivation than low self-efficacy students. In the present study, however, low self-efficacy students for practice-based mentoring microteaching show significantly greater extrinsic motivation than high self-efficacy students. This research offers additional reference to scholars, teachers, and policymakers in investigating the role of self-efficacy in learning activity, learners' accomplishment in learning, and to supporting SDGs 4 and 5 in promoting the quality of education as well as gender equality.
References
Abdi, S. & Rahmania, D. (2023). The effect of learning interest and self-efficacy on junior high school students' learning achievement. ProGCouns: Journal of Professionals in Guidance and Counseling, 4(1), 20-28. DOI: https://doi.org/10.21831/progcouns.v4i1.53757.
Acar-Erdol, T., Bostancioglu, A., & Gözütok, F.D. (2022). Gender equality perceptions of preservice teachers: Are they ready to teach it? Social Psychology of Education, 25(4), 793-818. DOI: https://doi.org/10.1007/s11218-022-09712-8.
Arsal, Z. (2014). Microteaching and pre-service teachers’ sense of self-efficacy in teaching. European Journal of Teacher Education, 37(4), 453-464. DOI: https://doi.org/10.1080/02619768.2014.912627.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
Bandura, A. (2023). Cultivate self‐efficacy for personal and organizational effectiveness In E. Locke & C. Pearce (Eds) Principles of Organizational Behavior: The Handbook of Evidence‐Based Management 3rd Edition (pp. 113-135). New York: Wiley. DOI: https://doi.org/10.1002/9781394320769.ch6.
Brinia, V. & Psoni, P. (2018). Multi-level mentoring practices in a Teacher Education Program in Greece: How their effectiveness is perceived by mentors. Journal of Applied Research in Higher Education, 10(3), 256-270. DOI: https://doi.org/10.1108/JARHE-08-2017-0102.
Cavanaugh, S. (2022). Microteaching: Theoretical origins and practice. Educational Practice and Theory, 44(1), 23-40. DOI: https://doi.org/10.7459/ept/44.1.03.
De-Lacalle, S. & Soenke, M. (2024). Increasing faculty self-efficacy in mentoring through training in inclusive mentoring and course-based undergraduate research. The Chronicle of Mentoring & Coaching, 8(1), 35. DOI: https://doi.org/10.62935/gu7271.
Elsayed, A.M.M. (2021). A suggested e-mentoring model to develop EFL student-teachers' self-efficacy and emotional intelligence. PhD Dissertation. Ain Shams University.
James, N.C., Uwannah, N.C., Egwuonwu, C.O., & Joshua, S. (2022). Impact of micro-teaching, mentoring and teaching practice on the competency of final year student-teachers in Ekiti State University, Ekiti State, Nigeria. Zaria journal of Educational Studies (ZAJES), 22(1), 27-43. Retrieved from: https://zarjes.com/ZAJES/article/view/601.
Keiler, L.S., Diotti, R., & Hudon, K. (2023). Supporting teachers as they support each other: Lessons concerning mentor teacher feedback to teacher mentees. Professional Development in Education, 49(2), 225-242. DOI: https://doi.org/10.1080/19415257.2020.1839781.
Mahyuddin, R., Elias, H., Cheong, L.S., Muhamad, M.F., Noordin, N., & Abdullah, M.C. (2006). The relationship between students' self efficacy and their English language achievement. Malaysian Journal of Educators and Education, 21, 61-71.
Malik, A., Abrar, D., Khan, N.A., & Alhussami, A.M. (2025). Sustainable development goals: Students’ perception on quality education, gender equality, and sustainability. Discover Sustainability, 6(1), 410. DOI: https://doi.org/10.1007/s43621-025-01288-5.
Mohammed, A.S., Amoah, C., Abdulai, I.B., Oluwafemi, A.Y.O.D.E.L.E.T., & Abbas, J. (2025). Examining gender disparities in pre-service teachers’ satisfaction levels across educational facilities. Facilities, 43(5/6), 320-346. DOI: https://doi.org/10.1108/F-07-2024-0095.
Mokoena, T.D. & van Tonder, G.P. (2024). Influencing beginner teachers' autonomy: The impact of mentorship in fostering self-directed learning. International Journal of Educational Management, 38(5), 1265-1288. DOI: https://doi.org/10.1108/IJEM-05-2023-0247.
Morris, D.B., Usher, E.L., & Chen, J.A. (2017). Reconceptualizing the sources of teaching self-efficacy: A critical review of emerging literature. Educational Psychology Review, 29(4), 795-833. DOI: https://doi.org/10.1007/s10648-016-9378-y.
O’Flaherty, J., Lenihan, R., Young, A.M., & McCormack, O. (2023). Developing micro-teaching with a focus on core practices: The use of approximations of practice. Education Sciences, 14(1), 35. DOI: https://doi.org/10.3390/educsci14010035.
Ramandani, R., Lestari, N.A., Budiarto, E., & Uulaa, R.F.R. (2024). Problem based learning modules in environmental education to improve problem solving ability. International Journal of Research and Community Empowerment, 2(1), 1-13. DOI: https://doi.org/10.58706/ijorce.v2n1.p1-13.
Remesh, A. (2013). Microteaching, an efficient technique for learning effective teaching. Journal of Research in Medical Sciences, 18(2), 158-163. Retrieved from: https://pmc.ncbi.nih.gov/articles/PMC3724377/.
Ridwan, M., Fiodian, V.Y., Religia, Y., & Hardiana, S.R. (2025). Investigating the effect of intrinsic and extrinsic motivation in shaping digital entrepreneurial intention: the mediating role of self-efficacy. Asia Pacific Journal of Innovation and Entrepreneurship, 19(3), 190-207. DOI: https://doi.org/10.1108/APJIE-02-2024-0036.
Shahat, H.A., Elballah, K.A., Badawy, M.E., Nemt-allah, M.A., Gaber, S.A., & Ibrahim, A.R. (2025). The effect of microteaching with video analysis in developing sense of efficacy and passion for teaching among student teachers. Journal of Educational and Social Research, 15(4), 133. DOI: https://doi.org/10.36941/jesr-2025-0127.
Smith, N.M., Hoal, K.E.O., & Thompson, J.F. (2020). Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. In Mining, materials, and the sustainable development goals (SDGs) (pp. 29-38). Florida: CRC Press. DOI: https://doi.org/10.1201/9780367814960-4.
Tabernero, C. & Hernández, B. (2011). Self-efficacy and intrinsic motivation guiding environmental behavior. Environment and Behavior, 43(5), 658-675. DOI: https://doi.org/10.1177/0013916510379759.
Tutyandari, C., Anandari, C.L., & Ardi, P. (2022). The implementation of virtual peer mentoring in micro teaching classes. LLT Journal: A Journal on Language and Language Teaching, 25(2), 447-460. DOI: https://doi.org/10.24071/llt.v25i2.4213.
Uye, E.E., & Olapegba, P.O. (2025). Waste sorting behavior among students: Testing the effects of visual prompts. International Journal of Research and Community Empowerment, 3(1), 38-47. DOI: https://doi.org/10.58706/ijorce.v3n1.p38-47.
Walker, C.O., Greene, B.A., & Mansell, R.A. (2006). Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning and individual differences, 16(1), 1-12. DOI: https://doi.org/10.1016/j.lindif.2005.06.004.
Wawire, B.A., Kiambati, F., Muhia, N., Gathoni, G., & Abuya, B. (2025). Competence-based curriculum implementation in Africa: a scoping review of pedagogical and assessment practices. Journal of Curriculum Studies, 1-30. https://doi.org/10.1080/00220272.2025.2523429
Yerdelen, S., Osmanoglu, A., & Tas, Y. (2019). The influence of a teaching practice course with video-case enriched microteaching on prospective teachers' self-efficacy for teaching. International Journal of Research in Education and Science, 5(2), 560-573.
Zhang, S. & Cheng, Q. (2011). Learning to teach through a practicum-based microteaching model. Action in Teacher Education, 33(4), 343-358. DOI: https://doi.org/10.1080/01626620.2011.620523.
Downloads
Additional Files
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Husni Mubarok, Yossiri Yossatorn, Hirnanda Dimas Pradana, Syaiputra Wahyuda Meisa Diningrat, Arqoma Nurveda Carreza, Favian Avila Syahmi
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
