Exploring The Correlation Between Mathematics Student Teachers' Proficiency and Their Self-Efficacy in Teaching at International School

摘要

This study is aimed to find out the relation of student teachers' English proficiency and their self-efficacy in teaching at international school. Students' English proficiency is based on two aspects: students English proficiency score and their self-efficacy in English comprehension. In order to measure students' self-efficacy in English comprehension and in teaching at international school a questionnaire is developed. The questionnaire regarded as valid from both expert judgments and Pearson validity test. Twenty-one undergraduate education students participated in filling the questionnaire. The result shows that students' English ability has high positive correlation with their self-efficacy in English comprehension (0,68). This imply that in increasing students' self-efficacy in their English could also be done by upgrading students' English comprehension and vice versa. While regarding students' self-efficacy on teaching in international school, it is found out that students' English comprehension only has a very low positive correlation with their self-efficacy in teaching (0,09). It is found out later from the correlation of students' self-efficacy on teaching in international school and students' self-efficacy in English comprehension that anxiety is likely to affect students' confidence in teaching at international school. Students are still nervous in communicating with native. This factor also the reason of the small number of negative correlation (-0,16) of students' self-efficacy in English ability and self-efficacy in teaching. Those findings suggest that to increase students' self-efficacy in teaching at international school, teacher needs to minimize students' anxiety and worries in speaking English.