Pre-Service Teachers’ Self-Efficacy on Computer, Teaching, and Technology Integration and Their Internship Performance

Pre-Service Teachers’ Self-Efficacy on Computer, Teaching, and Technology Integration and Their Internship Performance

April Dawn G. Jalagat., Hazel Joy M. Gabiana., Jaira Mae C. Barsomo., Joynalyn A. Namit., Cristine Jane C. Guzman., Cleandy Jane R. Obquia, MAEd

Don Carlos Polytechnic College

DOI: https://dx.doi.org/10.47772/IJRISS.2025.908000295

Received: 04 August 2025; Accepted: 12 August 2025; Published: 08 September 2025

ABSTRACT

The study was conducted at Don Carlos Polytechnic College, Don Carlos, Bukidnon. The BEED 4^th year students were chosen as appropriate respondents to the specific studies that the researchers conducted.  The data were gathered through a face-to-face method, and their names are required, but their identity will remain confidential. Correlational research design to determine the Pre-service Teachers’ Self-efficacy on Computer, Teaching, and Technology Integration

The study revealed that pre-service teachers’ computer self-efficacy indicated that their level of competence is at a moderate level. The pre-service teachers’ self-efficacy in teaching was found to be at a competent level. The pre-service teachers’ level of self-efficacy in terms of technology integration demonstrated that they are highly capable of integrating technology in all these aspects. The level of pre-service teachers’ internship performance in terms of classroom management indicates that they always practice how to maintain classroom management. The level of pre-service teachers’ internship performance in terms of lesson planning was always practiced.

The findings of the study revealed that pre-service teachers’ s internship performance includes in the very good descriptive rating based on Don Carlos Polytechnic College grading system with a qualitative interpretation of practiced.

Therefore, the hypothesis revealed rejected that was tested at 0.01 level of significance, the study revealed that there was no significant relationship among pre-service teachers’ self-efficacy on computer, teaching, and technology integration and their internship performance.

Keywords: Pre-service Teachers, Self-Efficacy, Technology Integration and Internship

INTRODUCTION

Background of the Study

A pre-service teacher is someone who is in the process of becoming a certified teacher. They are typically enrolled in a teacher education program, taking courses and completing practicum experiences to prepare them for the classroom. During this time, they might also be student teaching, gaining hands-on experience in a classroom under the supervision of an experienced teacher. This period is crucial for pre-service teachers to develop their teaching skills, learn about different teaching methods, and gain confidence before they begin their careers as educators.

The modern classroom relies heavily on technology. Requiring teachers to be proficient in computers, teaching, and integrating technology effectively. Low self-efficacy in these areas can lead to avoidance of technology in the classroom, ineffective literacy instruction, and ultimately, poorer student outcomes. Understanding this connection is crucial for improving teacher education. However, many pre-service teachers those still in training may lack the necessary skills and knowledge in these areas. This deficiency can hinder their effectiveness as educators and negatively impact student learning.

This study focused on pre-service teachers’ self-efficacy in computer teaching and technology integration. Researchers examined how this lack of proficiency affects their self-efficacy in teaching. This study investigated the extent of these skill gaps and their impact on pre-service teachers’ confidence.

According to Cherry (2020), teachers who have a high sense of their efficacy can become more interested in academic pursuits, feel more committed to their interests and school activities, remain composed in the face of challenges, and embrace difficult tasks as a means of succeeding. Teachers with poor teaching efficacy avoid difficult jobs and make excuses because they believe they are incapable of completing them. They also focus on the bad effects and take it personally, which leads to a loss of faith in their abilities.

The main goal of this study was to investigate the self-efficacy of BEED pre-service teachers enrolled in Don Carlos Polytechnic College in the S.Y 2023-2024 in terms of computer literacy, teaching literacy, and technology integration. This study measures the digital capability of pre-service teachers in the field of teaching. These days, being computer literate is essential to every one of us because whatever you do and wherever you go, it involves technology. That’s why we need to be flexible in all factors, especially when you are teaching.

The study was conducted at Don Carlos Polytechnic College. A local college run by the Local Government Unit (LGU) of Don Carlos, Bukidnon. The chosen respondents were the 4th year students enrolled in the Bachelor of Elementary Education (BEED) of Don Carlos Polytechnic College during the first semester in their Field Study 1 and Field Study 2 for Academic Year 2024-2025. The BEED students were chosen because they were the ones to teach the elementary learners in the future.  Their self-efficacy on computer, teaching, and technology integration will be extremely beneficial to students’ success in their academic engagement and performance.

Statement of the Problem

This study aimed to determine the Self-efficacy on Computer, Teaching, and Technology Integration and their Internship Performance.

Specifically, it sought to answer the following questions:

What is the level of Pre-service Teachers’ Self-efficacy in terms of:

Computer Self-Efficacy;

Teaching Self-Efficacy; and

Self-Efficacy towards Technology Integration?

What is the level of Pre-service Teachers’ internship performance in terms of:

Classroom Management; and

Lesson Planning?

What is the level of pre-service teachers’ internship performance?

Is there a significant relationship between pre-service teachers’ self-efficacy and their internship performance?

Objectives of the Study

The main objective of this study was to investigate the Pre-service Teachers’ Self-efficacy on computer, teaching, and technology integration, and their internship performance:

Specifically, it aimed to:

determine the level of Pre-service Teachers’ Self-efficacy in terms of:

Computer Self-Efficacy;

Teaching Self-Efficacy; and

Self-Efficacy towards Technology Integration.

describe the level of Pre-service Teachers’ internship performance in terms:

Classroom Management; and

Lesson Planning.

explain the level of pre-service teachers’ internship performance.

correlate the significant relationship between pre-service teacher self-efficacy and their internship performance.

Hypothesis of the Study

The following hypothesis was drawn based on the objectives given.

Ha₁:    There is a significant relationship between pre-service teachers’ self-efficacy on computer, teaching, technology integration, and internship performance.

Significance of the Study

The results of the study are beneficial to educational institutions, pre-service teachers, students, and educational researchers.

To the educational institutions, the findings may provide valuable insights into the preparedness of pre-service teachers to effectively integrate technology into their classrooms. Identifying areas of strength and weakness in self-efficacy and actual performance will allow institutions to tailor their teacher training programs to better equip future educators with the necessary skills and confidence.

To the pre-service teachers, the study directly benefits pre-service teachers by providing them with a clearer understanding of their own self-efficacy and performance levels. This self-awareness can empower them to identify areas needing improvement and seek targeted professional development opportunities. The results can also serve as a benchmark for their progress and a source of motivation to enhance their teaching skills.

To the students, the success of pre-service teachers directly impacts the learning experiences of their future students. By improving the self-efficacy and performance of teachers in technology integration and classroom management, this study contributes to enhancing the quality of education and student outcomes. Students benefit from teachers who are confident and competent in using technology to enhance learning and manage their classrooms effectively.

To the future researchers, this study contributes to the existing body of knowledge on teacher self-efficacy and its relationship to teaching performance. The findings can be used to refine existing theoretical models and inform future research in this area. It can also help to establish best practices for teacher training and professional development programs.

Scope and Delimitation of the Study

This study was limited only to the BEED students of Don Carlos Polytechnic College, Don Carlos, Bukidnon, during the academic year 2024-2025. The analysis of the pre-service teacher’s self-efficacy on computers, teaching, and technology integration was the focus of the study because they were the ones to teach elementary learners, where the foundation of self-efficacy on computers, teaching, and technology integration is being practiced. The survey questionnaire was given through face-to-face, and the researchers’ data is only based on the responses of the respondents, taking full responsibility for the truthfulness of their responses.

Other variables were limited only to pre-service teachers’ internship performance on their field study 1 and field study 2 in terms of classroom management and lesson planning. The researcher’s data is based on the internship performance of the pre-service teachers.

Definition of Terms

The following terms used in the study were defined operationally and conceptually:

Classroom Management refers to keeping the classroom organized and making sure students are learning in a safe and respectful environment. It’s about setting rules, managing behavior, and creating a positive learning atmosphere.

Computer Literacy refers to the use of computers and common software programs. This is important for teachers especially to the Pre-service Teachers because they use computers in their teaching pedagogies.

Internship Performance refers to the pre-service teachers’ evaluation of their teaching skills, classroom management, and lesson planning during their final demonstration.

Lesson Planning refers to the teachers as plan what they will teach, how they will teach it, and what activities students will do.

Pre-service Teachers refer to students who are preparing to become teachers. They are learning about teaching in elementary programs.

Self-Efficacy refers to the confidence, your ability to do something well, and it is how confident someone feels about being a good teacher.

Technology Integration refers to using technology tools in the classroom to help students learn. It could mean using computers, tablets, or online learning platforms.

Theoretical Framework

This chapter contains the review and related literature and related studies, the conceptual framework, the research paradigm, and the hypotheses of the study.

REVIEW OF RELATED LITERATURE AND STUDIES

Pre-Service Teachers’ Self-efficacy

Teacher self-efficacy beliefs are defined as what educators believe about their ability to perform the necessary behaviors in order to successfully complete their teaching tasks. A teacher with a strong self-efficacy belief is very likely to have students with stronger self-efficacy views as well. High self-efficacy views among instructors lead to more successful learning outcomes. The development of children’s self-efficacy, particularly throughout primary school, emphasizes the importance of the issue. This is because the information students get in primary school can have a long-term impact on their lives. In conclusion, teachers with strong self-efficacy views can positively influence their pupils’ self-efficacy beliefs (Kaçar, 2016; İnel Ekici, 2018).

Preservice teachers’ beliefs, self-efficacy, and incentives all affect how long they stay in this sector. Employers and legislators, on the other hand, overlook the feelings, convictions, and effectiveness of teaching candidates. It can be argued that in this setting, pre-service teachers’ professional development and teaching quality may be impacted by their emotional intelligence and self-efficacy. According to the Dejene et al. (2018) study, teachers bring traditional views about teaching and learning to their teacher education program. Additionally, it was discovered that their perspective on education is primarily shaped by their prior learning experiences.

According to Alhumaid, Khoo, and Bastos (2020) and Sharma et al. (2015), pre-service teachers’ self-efficacy is their conviction and assurance in their capacity to successfully address the learning needs of every student in general education classes. High self-efficacy teachers are more likely to think that students with SWDs can learn in general education classes. Those educators would employ more instructional strategies and inclusive instruction to support the learning of all students, in contrast to those with low self-efficacy.  Mintz (2019) talked about a number of aspects that affect PTs’ self-efficacy, such as the teaching strategies employed in the training program, getting input from cooperating teachers, and comprehending pedagogical expertise.

Self-Efficacy

According to social cognitive theory, self-efficacy is a crucial motivational process. Self-efficacy’s motivating effects include activity selection, effort, perseverance and success. People with stronger self-efficacy should prefer to do things, as opposed to those who feel less effective put up more effort, persevere longer, particularly in the face of adversity, and attain greater heights. Additionally, those who feel effective regarding Setting objectives, employing efficient learning techniques, tracking and assessing their progress, and establishing productive physical and social learning environments are all examples of self-regulatory behaviors that enhance learning (Usher & Schunk, 2018).

Self-efficacy doesn’t just appear; instead, there are resources that people consult when evaluating their level of self-efficacy. These are performance achievements, vicarious experiences, and types of social influence as well as emotional and physiological markers. Performance achievements are the most trustworthy source as they describe what one is capable of people. However, also evaluate their own efficacy, according to what they’ve seen of other people. Seeing a performance go well can increase the self-efficacy of spectators, while failures that are witnessed can decrease it. (Schunk & DiBenedetto, 2020).

Self-efficacy emphasizes people’s confidence in their ability to us to accomplish certain tasks; the idea also applies to education, where students’ confidence in their ability to use for learning and academic research is essential; and learning motivation is a key factor in initiating or maintaining students’ learning behaviors, guiding why and how hard they choose to learn (Hsiao, 2021).

People are likely to be more inclined to employ computer-related technologies if they think they are proficient with them. Numerous empirical investigations shed light on the relationship between behavioral intentions and computer self-efficacy. Marasinghe et al. (2023), for example, discovered that computer self-efficacy significantly influenced Sri Lankan distance learners’ propensity to use electronic resources. Similar positive relationships have been shown between computer self-efficacy and behavioral intention (Xie et al., 2022).

Self-efficacy is greatly impacted by information and communication. As it provides and utilized in both traditional and online learning environments and helps to create a proactive classroom environment has also revolutionized the education sector and made instructional practices more interactive and productive. Pre-service self-efficacy is examined from two perspectives: pedagogical beliefs and technological beliefs because knowledge and beliefs are inextricably linked in a teacher’s min d, both are frequently considered essential elements of teacher knowledge (Chand et al., 2020).

Self-efficacy on Computer

The term computer self-efficacy describes a person’s capacity to use particular computer skills to do computer-related tasks. Positive learning processes and results, such as training effectiveness, perceived ease of use, and intends to use computers, are linked to computer self-efficacy. Pre-service teachers’ computer self-efficacy refers to an individual’s ability to perform computer-related tasks using certain computer skills. Computer self-efficacy is associated with positive learning outcomes and processes, including training effectiveness, perceived ease of use, and computer-use intentions (Loar, 2018).

Computer self-efficacy refers to a student’s capacity to feel at ease using a computer. High computer self-efficacy students are probably more at ease surfing the internet for information (Bana et al., 2019). An important factor influencing students’ expectations regarding computer use is their level of computer self-efficacy. There was a lower likelihood of computer use among students who did not consider themselves proficient computer users. High computer self-efficacy undergraduates are likely to understand and utilize electronic library resources more easily than those with low computer self-efficacy (Azonobi, 2020).

Computer self-efficacy emphasizes people’s confidence in their ability to use computers to accomplish certain tasks; the idea also applies to education, where students’ confidence in their ability to use computers for learning and academic research is essential; and learning motivation is a key factor in initiating or maintaining students’ learning behaviors, guiding why and how hard they choose to learn (Hsiao, 2021).

Taber (2017) asserts that if these technological tools are broadly adopted and used sensibly, they will improve classroom learning. But he warned that in order to resist being tempted by the novelty of the technology, teachers need to acquire pedagogical skills and familiarize themselves with its characteristics and potential. According to a number of studies, teachers can provide tech-savvy students with interesting learning possibilities by using technology effectively to inspire them and maintain their enthusiasm in completing assigned activities. Through technology, students can construct meaning, make connections between new and existing information, and independently research material using rich multimedia resources on the internet.

However, a number of criteria, including infrastructure, teachers’ attitudes toward technology use, their willingness to integrate technology, and their level of self-efficacy, are necessary for the successful implementation of technology integration in the classroom. Eksail and Afari’s (2020) study was the first in Bahrain to examine pre-service teachers’ intention to use technology in the classroom and added to the many studies on technology adoption.

Self-efficacy on Teaching

Teaching self-efficacy can be defined as pre-service teachers’ confidence in their abilities to teach a subject. Confidence in one’s teaching abilities can also be described as a measure of self-efficacy. When teachers perceive the content and when teachers have a high level of pedagogical expertise, they tend to have a lot of confidence. Pre-service teachers’ self-efficacy can be developed using a variety of strategies that target engagement. Teaching pedagogies and classroom management skills are explicit (David Morris, 2023).

Teacher self-efficacy is an essential variable since it has a connection to instructional strategies. On the one hand, teachers with higher self-efficacy are more likely to use successful strategies including educating students’ class- and school-wide rules and praising appropriate actions. Teachers with low self-efficacy, on the other hand, were less likely to employ professional development skills, refer kids to the student support team as needed, or build students’ critical reading and arithmetic skills (Zee & Koomen, 2016).

According to Ismail and Jarrah (2019), preservice teachers are expected to understand all the complexities of full-time teaching with the help of an experienced teacher. They also stress the preservice teachers’ capacity to conduct learning and evaluation activities in the classroom. One of the experiential learning courses in the Teacher Education program is student teaching. Additionally, it helps the pre-service teacher become proficient in assessing the efficacy of their own instruction. The supervising instructor, cooperating teacher, and cooperating principal are also in charge of evaluating the pre-service teacher’s effectiveness as a teacher. This unique assessment involves recognizing their skills in a variety of teaching domains and also includes developing the personal qualities required of a professional educator.

Self-efficacy on Technology Integration

Technology self-integration was the subject of another study conducted by Keser, Karaoglan-Yilmaz, and Yilmaz (2015). Pre-service teachers’ assessments of their own technological efficacy and level of techno-pedagogical competency, and found that they have high levels of TPACK competency. integration. Furthermore, their study found no statistically significant difference in the genders of the participants, but there was a statistically significant change in the pre-service teachers’ self-efficacy attitudes on technology integration based on their grade levels.

According to Lin et al. (2017), ICT has also revolutionized the education sector by making instructional practices more interactive and productive. It does this by providing a variety of tools that can be utilized in both traditional and online learning environments and by helping to create a proactive classroom environment. In addition to improving teaching quality, technology-integrated instructional techniques help students grow as individuals, increase their motivation, and learn new material.

Information and Communication Technologies (ICTs) has transformed learners into digital learners, requiring teachers to integrate technology into their pedagogical approaches, where teachers’ attitudes, technological knowledge, and skills play a significant role in its effective integration. This viewpoint informs the current study’s presentation of instructors’ opinions about integrating technology into their instruction.  The results show that educators have favorable opinions about the use of technology in teaching-learning procedures.  They believe that technology-incorporated teaching supports them in strengthening their instructional methods successfully, making the learning process entertaining and participatory, and keeping learners motivated (Lin et al., 2017).

Every aspect of human existence is greatly impacted by information and communication technology (ICT).  As it provides a variety of tools that are utilized in both traditional and online learning environments and helps to create a proactive classroom environment, ICT has also revolutionized the education sector and made instructional practices more interactive and productive. Technology-incorporated instructional methods not only enhance the quality of teaching, but also help students to grow their abilities, boost their enthusiasm, and enhance their knowledge and information efficiently (Chen et al., 2018).

Teachers must incorporate technology into their instructional techniques since information and communication technologies (ICTs) have made students digital learners. Teachers’ attitudes, technological knowledge, and abilities are crucial to this integration.  This viewpoint informs the current study’s presentation of instructors’ opinions about integrating technology into their instruction.  The results show that educators have favorable opinions about the use of technology in teaching-learning procedures.  They think that using technology in the classroom helps them improve their teaching methods even more, keep students motivated, and make learning engaging.

Additionally, special focus should be placed on providing teachers with sufficient chances for professional development in order to enable them acquire the technological skills necessary to effectively integrate ICT into their teaching methods. Introduction Information and communication technology (ICT) has a major impact on every aspect of human life and is a necessary component of the modern world (Gnambs, 2021).

Classroom Management

Every educational system in the world uses classroom and behavioral control techniques. Akin, Yildirrim, and Goodwin (2016) created a qualitative study for Turkish educators. Their goal was to investigate how classroom management is perceived and the issues that teachers had recently encountered, the contributing elements, and the management strategies the educators decided to employ (Akin et al, 2016).

Classroom management (CM), according to Isuku (2018), is the effective and efficient use of all resources available in the classroom environment to accomplish the aims and objectives of the teaching and learning process. Teachers employ this strategy to make sure that even in the face of disruptive student conduct, classes run well in the classroom. It also means preventing disruptions from students. It is a collection of techniques and methods that the instructor used in the classroom to maintain the students’ attention, organization, alertness, discipline, and academic productivity (Isuku, 2018).

According to Lazarides (2018), the school administration plays a crucial role in facilitating learning and should be led by someone with experience in managing teachers, students, and the school environment. The various facets of classroom management that an effective leader oversees include investment (staff and physical resources), school success (student development, achievement, and satisfaction), and process (teaching-learning and after-school activities). By maintaining interpersonal and institutional relationships and adjusting to the school environment, leadership helps to foster student learning. A teacher’s confidence in their ability to plan and carry out the necessary actions to establish a productive learning environment that promotes effective student learning outcomes is known as classroom management self-efficacy (CMSE) (Lazarides et al., 2018).

Everyone agrees that classroom management is now “an umbrella term for an array of teaching strategies that enhance effective time use in class (p.2)” rather than just referring to how to deal with misbehavior by students (Lazarides et al., 2020). Both instructors’ well-being (Sutton et al., 2009) and students’ academic, behavioral, and social-emotional outcomes (Korpershoek et al., 2016) are strongly correlated with effective classroom management.

Lesson Planning

According to Ferrer (2021), setting goals is the first step in the lesson preparation process. It is essential that these goals are relevant to the topic and follow the “SMART” acronym. The selection of materials to be used in carrying out the strategy is equally crucial. When compared to students who did not receive training using instructional materials, Sinaga (2022) found that students who received them performed better academically. Pre-service teachers typically consider themselves to be skilled in the theoretical facets of lesson planning. When necessary, pre-service teachers can theoretically create lesson plans, but they might not carry them out correctly in real-world teaching situations.

Making a lesson plan helped the majority of pre-service teachers with time management, organizing, and preparing activities. Lesson preparation helps pre-service teachers become more proficient in teaching-learning and more structured. For evaluating curricula and the teaching-learning process, lesson plans are an invaluable resource. The pre-service teacher’s presentation of lesson plans shows her ignorance of their importance and lack of knowledge. In order to improve teaching and learning, it is important to prioritize understanding relevant planning theories, as demonstrated by the findings of Iqbal et al. (2021). For the creation of a well-founded and successful lesson plan, constructivism, Gagne’s nine events of learning, and a blended learning approach that incorporates formative assessment concepts are considered crucial. Konig et al. (2021) noted that teachers must put in a lot of mental effort before they can effectively teach and connect with the students.

Lesson planning is an essential process in commencing teaching and learning that regulates the lessons’ flow. You sent Lesson planning is a difficult undertaking, especially for new teachers, according to a number of studies. Many inexperienced teachers neglected to create lesson plans because they were overburdened with school administrative duties, according to Gholam (2018) and Ab Aziz et al. (2019).

Lesson planning can now take up less time due to the increased time spent on other tasks Higton et al. (2017) highlighted that teachers spend one to two hours preparing daily lesson plans. More than an hour is needed for teachers in Malaysia to prepare lesson planning’s complexity is inevitable, which requires the teacher to spend more time completing the process. Hence, a new mechanism to confront this issue is crucial in helping novice ESL teachers specifically.

The majority of established lesson planning support systems are typically web-based and rely on Internet connectivity. In rural places, this approach is likely ineffective despite its undeniable repute. Even after the launch of 1Bestarinet, internet connectivity in Malaysia’s rural areas continues to be a problem in education. One of the main barriers to teachers using the online system is poor or nonexistent internet connectivity, which makes lesson planning challenging (Hamid & Yusof, 2013).

Internship Performance

Internships give students a secure space for professional growth and assist them in identifying their skills and flaws, claim Rothman and Sisman (2016). University students can realistically imagine a future job via internships, which need little time and money. But in addition to the number of hours worked, the amount of work done at the internship site and the atmosphere at work also have an impact. According to Parrot (2019), these internship programs also help students with practical experience that enhances their preparation and expands their knowledge of areas connected to a certain job. Internships should help students get the fundamental job knowledge and experience that will make them more employable in a competitive labor market.

Students in academia can apply their theoretical understanding into practice through internships that integrate it with actual work situations. Internship programs allow students to put their knowledge to use in the classroom to actual circumstances. It is imperative that students participate in internships that are planned and run to meet their long-term professional goals (Kayat & Abidin, 2019). These internship programs assist students in gaining real-world experience that improves their knowledge of topics related to a specific job and enhance their readiness. To help students become more employable in a competitive labor market, universities Through internships, students should improve their foundational job knowledge and experience. (2019, Parrot).

Students who choose to participate in internships have several benefits: they increase their chances of finding employment, they might receive a full-time offer from the companies that hired them as interns, and they gain experiences that could help them choose a career. Those related to the enhancement of employment opportunities, those related to the development of skills and competencies, and also those related to the effects on career exploration are the three different categories of benefits that graduates can expect, according to Cho (2022). There is a greater chance that interns will be offered a permanent position with the internship provider. Students that participate in internships have the opportunity for greater work prospects compared to individuals who did not take part in internship programs (Miles, 2021).

College students frequently participate in voluntary, short-term job assignments called internships and college students.  Hailed as a win-win scenario for both parties, employers and interns, as employers are not required to invest in real labor and can boost their professional development.  But there’s still debate on the precise advantages of internships and how to obtain them.  Academic internships are often seen as a student’s first work experience. (Volpe, Della, 2017).

Internships provide a safe environment for professional development and help students understand their strengths and weaknesses. Internships are a practical way for university students to envision a future career with a limited investment of time and resources (Rothman & Sisman, 2016). However, in addition to the number of working hours, the amount of work at the internship location, as well as the working environment, is also impacted. Internships are essential for university students in Sri Lanka in their third and final year. While some academics say internships may in some cases be detrimental to students’ grade point average (GPA), some scholars say that it is an investment in their education and future. Internships benefit students by providing professional work experience, risk-free trial access, and the opportunity to mentor and evaluate skills.

Conceptual Framework

This study includes the ideas, finished studies, generalization, or conclusions, methodologies, and others. Those that were included in this chapter helps in familiarizing information that are relevant and similar to the present study.

 This study was anchored on Self-efficacy is a key motivating factor, according to social cognitive theory.  The motivational impacts of self-efficacy include choosing an activity, exerting effort, tenacity, and achievement.  Self-efficacious people ought to be more inclined to take action than ineffective ones. work harder, endure longer, especially when faced with hardship, and reach higher altitudes.  Furthermore, those who feel successful with relation to Self-regulatory activities that improve learning include setting goals, using effective learning strategies, monitoring and evaluating their progress, and creating productive social and physical learning settings (Usher & Schunk, 2018).

The ability to perform computer-related tasks using specific computer skills is referred to as computer self-efficacy. Computer self-efficacy is associated to positive learning outcomes and processes, including plans to use computers, perceived ease of use, and training effectiveness. The ability to complete computer-related tasks with certain computer skills is referred to as pre-service teachers’ computer self-efficacy. According to Loar (2018), computer self-efficacy is linked to favorable learning outcomes and procedures, such as training efficacy, perceived usability, and computer-use intentions.

Pre-service teachers’ confidence in their capacity to instruct a subject is known as teaching self-efficacy. Self-efficacy can also be defined as the belief in one’s own teaching abilities. Teachers with a high degree of pedagogical knowledge and a perception of the material are more likely to be confident. Self-efficacy among pre-service teachers can be enhanced through a range of engagement-focused tactics. The methods of instruction and classroom management are made clear (Morris, 2023).

Pre-service teachers demonstrated high levels of TPACK competency in their evaluations of their own technological efficacy and techno-pedagogical ability. integration. Additionally, their study revealed a statistically significant shift in the pre-service teachers’ self-efficacy views on technology integration according to their grade levels, but no statistically significant difference in the participants’ genders (Keser, et.al 2015).

Classroom Management (CM) is the effective and efficient use of all resources available in the classroom setting. Instructors use this tactic to ensure that classes function smoothly even when students act disruptively. It also entails keeping students from disturbing the class. In order to keep the students’ focus, organization, alertness, discipline, and academic production high, the instructor employed a variety of strategies and tactics in the classroom (Isuku, 2018).

Setting goals is the first step in the lesson preparation process. It is essential that these goals are relevant to the topic and follow the “SMART” acronym. The selection of materials to be used in carrying out the strategy is equally crucial (Ferrer, 2021)

Research Paradigm

Figure 1. Schematic diagram showing the relationship between independent and dependent variables.

METHODOLOGY

This chapter discussed the methods and procedures in this study. It includes the research design, research locale, the subject participants of the study, the instrument, the administration, and collection of the questionnaire, scoring procedures, and statistical treatment of the data gathered.

Research Design

Following the objectives and stated hypothesis, the study presented a descriptive correlation research design since its main purpose was to determine the level of the pre-service teachers’ self-efficacy in computer, teaching, and technology integration, as well as their internship performance.

Locale of the Study

The study was conducted at Don Carlos Polytechnic College. A local college run by the Local Government Unit (LGU) of Don Carlos, Bukidnon. At present, it offers three board programs.

The school offers a Bachelor of Elementary Education, a Bachelor of Secondary Education, and a Bachelor of Science in Criminology. The school is situated at P-2, Poblacion Norte, Don Carlos, Bukidnon, going south, it is approximately 30 meters away from the left side of the national highway. The school has a total estimated 5,100 students enrolled in the school year 2024-2025.There are more or less 120 faculty from criminology and education department.

Map of the Locale of the Study

Figure 2. Map of Don Carlos, Bukidnon, and location of Don Carlos Polytechnic College.

Respondents of the Study

The respondents of the study were the 4th year students enrolled in the Bachelor of Elementary Education (BEED) of Don Carlos Polytechnic College during the first semester in their Field Study 1 and Field Study 2 for Academic Year 2024-2025. The BEED students were chosen because they are the ones who will teach the elementary learners in the future.  Their self-efficacy on computers, teaching, and technology integration was extremely beneficial to students’ success in their academic engagement and performance.

Sampling Procedure

The fifty (50) pre-service teachers of Don Carlos Polytechnic College for the Academic Year 2024-2025 who were enrolled in the course of Bachelor of Elementary Education (BEED) in Academic Year 2024-2025 were considered to respond to the said survey questionnaires.

Research Instrument

Part I of the study utilized a survey questionnaire for Pre-service Teachers’ Self-efficacy and their performance on their field study 1 and field study 2. This research survey questionnaire was adopted by Bandura (1997), computer-self-efficacy (Compeau & Higgins, 1995), and self-efficacy towards technology integration (Wang et al., 2004).

This research survey questionnaire was adopted from Bandura (1997), computer-self-efficacy (Compeau & Higgins, 1995), and self-efficacy towards technology integration (Wang et al., 2004). It is a 23-item scale with a 5-point Likert response format, having values ranging from strongly agree (5) to strongly disagree (1).  The interpretation of the responses obtained by the students in the survey used the scale below.

In part II of the study, the researchers collected the data of each pre-service teacher participant in this study during their final demo teaching evaluation. The said data is collected by their previous adviser.

Statistical Treatment

The data was grouped and categorized based on the objectives of the study. Mean is used to describe the pre-service teacher’s self-efficacy on computer, teaching, and technology integration. This study also used Pearson’s product-moment correlation to determine the relationship between pre-service teachers’ self-efficacy and their internship performance.

Presentation, Analysis, and Interpretation of Data

This chapter deals with the presentation, analysis, and interpretation of data gathered from the study of pre-service teachers’ self-efficacy on computer, teaching, and technology integration and their internship performance. The sequence of the flow of presentation of the results is based on the questions presented in the statement of the problem.

Pre-service Teachers’ Self-efficacy on Computer, Teaching, and Technology Integration

Pre-service Teachers’ Self-efficacy in terms of Computer

Table 1 displays the overall mean score of the levels of pre-service teachers’ self-efficacy in terms of computer. The table shows the overall mean score of 3.49 with the qualitative interpretation of moderately competent. This represents that the levels of pre-service teachers’ self-efficacy in terms of computer is in a moderate level.

Table 1. Mean score of Pre-service Teachers’ Self-efficacy in terms of Computer.

Legend:

The indicator 1, I feel confident that I can use ICT efficiently, classified as competent with the mean of 3.58, as well as the indicator 2, which is also classified as competent with the mean of 3.58. The indicator 3, I feel confident that when I use ICT, I can solve technical problems if I face them, classified as moderately competent with a mean of 3.42. Indicator 4, I feel confident that I can learn to use new ICT tools independently, is also classified as moderately competent, with a mean of 3.40.

This result implies that pre-service teachers demonstrate a moderate level of overall computer self-efficacy, with consistent confidence levels across different aspects of computer use. While some individual variation exists, the majority express confidence in their computer skills. The overall mean is 3.49. This suggests a moderate level of competence among pre-service teachers in their computer skills.

This result is strengthened by Loar (2018), who states that pre-service teachers’ computer self-efficacy refers to an individual’s ability to perform computer-related tasks using certain computer skills. Computer self-efficacy is associated with positive learning outcomes and processes, including training effectiveness, perceived ease of use, and computer-use intentions. Positive learning processes and results, such as training effectiveness, perceived ease of use, and intention to use computers, are linked to computer self-efficacy.

According to Taber (2017), such technological resources will enhance classroom instruction if they are widely embraced and used responsibly.  However, he cautioned that educators must learn pedagogical skills and become familiar with the features and capabilities of the technology in order to avoid being seduced by its novelty.  Several studies show that effective use of technology may inspire tech-savvy students, keep them interested in doing the tasks they are given, and enable teachers to give them engaging learning opportunities.  Through the use of technology, students can independently investigate material using rich multimedia resources on the internet, discover connections between new and prior knowledge, and create meaning. However, the successful implementation of technology integration in teaching depends on several factors, such as infrastructure, teachers’ perceptions about technology use, readiness to incorporate technology, and self-efficacy. A study by Eksail and Afari (2020) contributed to the numerous studies on the acceptance of the technology and was the first study in Bahrain that explored pre-service teachers’ intention to use technology in their teaching.

Pre-service Teachers’ Self-efficacy in terms of Teaching

Table 2 shows the overall mean score of the levels of pre-service teachers’ self-efficacy in terms of teaching. The overall mean score of 3.56, with the qualitative interpretation of competent. This represents that the levels of pre-service teachers’ self-efficacy in terms of teaching are at a competent level.

Table 2. Mean scores of Pre-service Teachers’ Self-efficacy in terms of Teaching.

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This data presents the overall mean of pre-service teachers’ self-efficacy in terms of teaching. It shows that pre-service teachers demonstrate high overall teaching self-efficacy, with consistent confidence levels across different teaching aspects. Although some individual variation exists, the majority express confidence in their teaching abilities. This is a positive indication of their preparedness for teaching.

The table presents the self-efficacy levels of pre-service teachers with various teaching competencies. Based on the mean scores, all indicators fall within the 3.50 to 3.62, which corresponds to the descriptive rating agree and a qualitative interpretation of competent level of confidence is a positive indicator for teacher education programs, suggesting that current training and preparation are effective in building foundational teaching competence among future educators. However, while the scores are encouraging, they still leave room for growth.

The result was supported by David Morris (2023), who states that teaching self-efficacy can be defined as pre-service teachers’ confidence in their abilities to teach a subject. Confidence in one’s teaching abilities can also be described as a measure of self-efficacy. When teachers perceive the content and when teachers have a high level of pedagogical expertise, they tend to have a lot of confidence. Pre-service teachers’ self-efficacy can be developed using a variety of strategies that target engagement. Teaching pedagogies and classroom management skills are explicit.

According to Ismail and Jarrah (2019), pre-service teachers’ ability to carry out learning and assessment activities in the classroom. Moreover, with the support of a seasoned teacher, they are expected to grasp all the complexities of full-time teaching. Student teaching forms a component of the Teacher Education curriculum’s experiential learning courses. It also enables the pre-service teacher to achieve proficiency in evaluating their own teaching effectiveness. Additionally, the assessment of the pre-service teacher’s teaching effectiveness is the responsibility of the supervising instructor, cooperating teacher, and cooperating principal. This distinctive evaluation entails acknowledging their abilities in various instructional areas and also encompasses the cultivation of the personal attributes necessary for a professional teacher.

Pre-service Teachers’ Self-efficacy in terms of Technology Integration

Table 3 shows the overall mean score of the levels of pre-service teachers’ self-efficacy in terms of teaching. The overall mean score of 3.65 with the qualitative interpretation of competent. This represents that the levels of pre-service teachers’ self-efficacy in terms of technology integration is in a competent level of self-efficacy in any different aspects of technology integration.

Table 3. Mean Scores of Pre-service Teachers’ Self-efficacy in terms of Technology Integration.

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This table evaluates pre-service teachers’ self-efficacy specifically related to technology integration (Information and Communication Technology) in teaching. The results consistently show that all indicators fall within the range of 3.60 to 3.70, which corresponds to the agree scale and a competent qualitative interpretation. This suggests a strong level of confidence among pre-service teachers when it comes to incorporating technology into their teaching practices.

The data reflect a positive outlook for teacher preparation programs in terms of technology integration. Pre-service teachers feel confident in their ability to use ICT effectively, which is crucial in today’s digital learning environment. However, to further enhance these competencies, especially in motivating students to use ICT and innovating new approaches, training programs might consider incorporating more hands-on tech experiences, digital pedagogy workshops, or collaborative tech integration projects. These findings align with the growing emphasis on digital fluency in education, suggesting that pre-service teachers are on the right track but could benefit from continued exposure and support in more dynamic or student-centered uses of ICT.

According to Lin et al. (2017) it states that educators have favorable opinions about the use of technology in teaching-learning procedures.  They believe that technology-incorporated teaching supports them in strengthening their instructional methods successfully, making the learning process entertaining and participatory, and keeping learners motivated. Information and Communication Technologies (ICTs) have transformed learners into digital learners, requiring teachers to integrate technology into their pedagogical approaches, where teachers’ attitudes, technological knowledge, and skills play a significant role in their effective integration.

Pre-service Teachers’ Internship in terms of Lesson Planning and Classroom Management

Pre-service Teachers’ Internship Performance in terms of Classroom Management

Table 4 shows the overall mean pre-service teachers’ internship performance in terms of classroom management. The overall mean was 1.19, with the qualitative interpretation of always practiced. This represents that the levels of pre-service teachers’ internship performance are always practiced to maintain classroom management.

Table 4. Mean scores of Pre-service Teachers’ internship performance in terms of Classroom Management.

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The indicator 1, considers the physical aspect of the classroom like cleanliness, orderliness, and safety as important in promoting learning, classified as always practiced with a mean of 1.06. The indicator 2, make sure that the class is ready before starting the lesson, which is also classified as always practice with the mean of 1.14. Additionally, the indicator 3, checks the attendance of the pupils/students, indicator 4, make sure that the class is ready before starting the lesson, indicator 5, administer test at the most appropriate time, and also the indicator 6, accomplishes reports and records accurately and submits these on time, are also classified as always practice with a mean of 1.16.

The data suggests that lesson plans vary in their effectiveness or student performance. It shows the highest average score with a mean of 1.06, but also the greatest variability in individual means. This could indicate that these lessons either challenge students more or have a wider range of difficulty levels. On the other hand, the table shows the lowest average mean and the least variability, with a mean of 1.32, suggesting the lesson may be easier or more consistent in its difficulty. The overall mean of 1.19.

This result was supported by the study of Isuku (2018), entitled “Effectiveness of Classroom Management”, that the effective and efficient use of all resources available in the classroom environment to accomplish the aims and objectives of the teaching and learning process. Pre-service teachers employ this strategy during their internship performance to make sure that even in the face of disruptive student conduct, classes run well in the classroom.

According to Lazarides et al. (2018), a teacher’s confidence in their ability to plan and carry out the necessary actions to establish a productive learning environment that promotes effective student learning outcomes is known as classroom management self-efficacy (CMSE).

Pre-service Teachers’ Internship Performance in terms of Lesson Planning

Table 5 shows the overall mean of pre-service teachers’ internship performance in terms of classroom management. The overall mean was 1.10, with the qualitative interpretation of always practiced. This represents that the levels of pre-service teachers’ internship performance in terms of lesson planning are always practiced.

Table 5. Mean scores of Pre-service Teachers’ internship performance in terms of Lesson Planning.

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The indicator 1, Solicits voluntarily, accepts and follows suggestions/corrections of the ST/CT, classified as always practiced with a mean of 1.10. The indicator 2, Chooses appropriate instructional materials and devices and prepares these thoroughly to attain the lesson objective(s), classified as always practice with a mean of 1.16. The indicator 3, Consults regularly the ST/CT about the subject matter to teach, with a mean of 1.18.

This result implies that Pre-service teachers’ internship performance in terms of lesson planning is that they practiced the guidelines of making lesson planning, and the overall mean of 1.25 suggests teachers generally felt positive about their lesson planning. However, the difference in average scores for each question shows that some areas of lesson planning were rated better than others.

This result was supported by Ferrer (2021), who states that setting goals is the first step in the lesson preparation process. These goals must be relevant to the topic and follow the “SMART” acronym. The selection of materials to be used in carrying out the strategy is equally crucial.

Most pre-service teachers found that creating lesson plans aided in organizing, planning, and managing their time. Pre-service teachers benefit from lesson planning by being more organized and skilled in teaching and learning. Lesson plans are a vital tool for assessing curricula and the teaching-learning process. The pre-service teacher’s presentation of lesson plans demonstrates her lack of understanding and disregard for their significance. The results of Iqbal et al. (2021) show that comprehension of pertinent planning theories should be given top priority to enhance teaching and learning. Constructivism, Gagne’s nine events of learning, and a blended learning strategy that integrates formative assessment ideas are seen to be essential for developing a solid and effective lesson plan. Teachers need to exert a great deal of mental energy before they can instruct and engage with their students.

Pre-service Teachers’ Internship Performance

Table 6 shows the level of pre-service teachers’ internship performance, with the overall mean of 1.22, with the qualitative interpretation of always practiced.

Table 6. Level of Pre-service Teachers’ internship performance

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Table 6 presents the level of internship performance among pre-service teachers based on ratings assigned to them. The data reveals that a significant majority, specifically 32 out of 50 (or 64%), received a rating of 1.00, which corresponds to an “excellent” performance and the qualitative interpretation of always practiced. Additionally, 10 participants (20%) were rated at 1.25 with a quantitative interpretation of practiced, and 6 (12%) at 1.50, which both fall under the “very good” category with the quantitative interpretation of practiced.

The table shows that the low average level of internship performance among the pre-service teachers is indicated by the mean of the Internship Performance score of 1.22. The moderate score variability indicated by the standard deviation of 0.26042 suggests that participant performance levels vary significantly. The large percentage of scores at 1.00 indicates a possible problem, indicating that a sizable portion of pre-service teachers may need more assistance or instruction to do better.

According to Rothman and Sisman (2016), Internships provide a safe environment for professional development and help students understand their strengths and weaknesses. Internships are a practical way for university students to envision a future career with a limited investment of time and resources. However, in addition to the number of working hours, the amount of work at the internship location, as well as the working environment, is also impacted. Also, Parrot (2019) states that these internship programs assist students in gaining real-world experience that improves their knowledge of topics related to a specific job and enhances their readiness. To help students become more employable in a competitive labor market, universities, through internships, help students improve their foundational job knowledge and experience.

Correlation Analysis of Pre-service Teachers’ Self-efficacy on their Internship Performance

To establish the relationship of the variables used in this study, Pearson’s Product-Moment Correlation was used. More precisely, Pearson’s correlation was run to find out the relationship between the dependent variable, which is the internship performance in terms of lesson planning and classroom management. The independent variables are the pre-service teachers’ self-efficacy on computer, teacher, and technology integration were based on the answers of the participants through the use of survey questionnaires.

The correlation results revealed there is no significant relationship between pre-service teachers on their internship performance and pre-service teachers’ self-efficacy in computer, teaching, and technology integration.

Table 7. Correlation analysis of pre-service teachers’ self-efficacy on computer, teaching, and technology integration and their internship performance.

The correlation table shows the results of a Pearson correlation analysis between two variables, labeled “Self-efficacy” and “Internship Performance,” with a sample size of 50 for each. The correlation coefficients (Pearson Correlation) are .167, respectively, indicating a weak positive relationship between the variables. The significance (Sig. 2-tailed) values are both .247, which are above the typical significance level of .05. Therefore, the analysis concludes that there is no statistically significant relationship between Self-efficacy and Internship Performance.

A weak association between self-efficacy and internship performance is indicated by the positive correlation of 0.167. This association is not statistically significant, though, as the p-value of 0.247 is higher than the generally recognized significance level of 0.05. Consequently, there is insufficient data to conclude that self-efficacy and internship performance are significantly correlated in this group.

This study was supported by Christensen and Knezek (2017) state that one significant aspect affecting the efficacy of teaching with technology is technological self-efficacy, which is defined as confidence in one’s ability with technology. Building efficacy in technology integration is a crucial component of teacher preparation programs when it comes to the development of teacher candidates. Technology proficiency alone, however, is insufficient for successful integration into instruction and learning. Iterative and varied opportunities for technology interaction in a range of educational contexts and environments are necessary to focus on the development of teacher candidates’ TSE in technology integration (Lee, 2017).

Instead of integrating creative applications of technology into their practices, teachers may regrettably just use it to support conventional teaching and learning methods. Teacher-level obstacles to integrating technology into the classroom are frequently associated with a lack of confidence, a lack of technological proficiency, unfavorable attitudes, and resistance to change. For teacher education programs looking to improve pre-service teachers’ skills and confidence in using technology in the classroom, these findings present some difficulties (Bang & Luft, 2018).

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This section contains the summary and critical discussion of the significant findings presented in relation to previously identified problem statements in the first chapter. Conclusions and recommendations are further offered with the intent to generalize the results of the field of investigations.

Summary of Findings

This study sought to determine the relationship of pre-service teachers’ self-efficacy in terms of computer, teaching, and technology integration in Don Carlos Polytechnic College (DCPC) School Year 2024-2025.  Specifically, this study sought to determine the level of pre-service teachers’ self-efficacy in terms of computer self-efficacy, teaching self-efficacy, and self-efficacy towards technology integration; describe the level of pre-service teachers’ internship performance in terms of classroom management and lesson planning; determine the level of pre-service teachers internship performance; and perceive the significant relationship between pre-service teachers self-efficacy and their internship performance.

The level of pre-service teachers’ self-efficacy in terms of computer self-efficacy, with an overall mean of 3.49, showed that the pre-service teachers’ level of competence is at a moderate level in their computer skills.

The level of pre-service teachers’ self-efficacy in terms of teaching self-efficacy, with an overall mean of 3.56, showed that the level of pre-service teachers’ self-efficacy in terms of teaching is at a competent level.

The level of pre-service teachers’ self-efficacy in terms of technology integration with an overall mean of 3.65 showed that the levels of pre-service teachers’ self-efficacy in terms of technology integration is in a competent level in any different aspects of technology integration.

The level of pre-service teachers’ internship performance in terms of classroom management, with an overall mean of 1.19, indicates that the levels of pre-service teachers’ internship performance is always practiced to maintain classroom management.

The level of pre-service teachers’ internship performance in terms of lesson planning, with an overall mean of 1.25, indicates that the levels of pre-service teachers’ internship performance in terms of lesson planning are practiced.

The internship performance level of pre-service teachers, with a frequency of 50 and an overall mean of 1.25, indicates that it is included in the very good descriptive rating based on Don Carlos Polytechnic College grading system, with a qualitative interpretation of practiced. The internship performance of pre-service teachers ranges from the lowest rating of 2.16 to the highest rating of 32.0.

The correlation result revealed no significant relationship between pre-service teachers’ self-efficacy in computer, teaching, and technology integration in terms of classroom management and lesson planning on their internship performance. Based on the result of the study, the hypothesis was rejected.

Conclusions

Based on the results of the study, the following conclusions were derived:

The study found that the level of pre-service teachers demonstrates a moderate level of computer self-efficacy. This indicates that while they possess basic competence in using computer-related skills, there is still ample opportunity for improvement.

The levels of pre-service teachers have a competent level of teaching self-efficacy. This suggests that they generally feel confident in their ability to perform teaching-related tasks effectively. While reflecting a positive outlook on their teaching capabilities, continued training and practical experience can further enhance their confidence and effectiveness in the classroom.

The pre-service teachers exhibit a competent level of self-efficacy in terms of technology integration. They are confident in their ability to effectively incorporate various technological tools and strategies into their teaching practices and adapt to the demands of modern, tech-integrated classrooms.

The study also revealed that pre-service teachers consistently demonstrate strong performance in classroom management during their internship. It indicates that they always practiced effective strategies to maintain order, create a positive learning environment, and manage student behavior efficiently.

The study also revealed that pre-service teachers consistently demonstrate strong performance in lesson planning during their internship. It indicates that they practiced and apply effective lesson planning strategies, ensuring that their instructional activities are well-structured, goal-oriented, and aligned with learning objectives.

Furthermore, the pre-service teachers consistently demonstrate effective teaching practices during their internship. The performance ranges from the lowest rating to the highest, suggesting some variation in individual performance, but overall, competent and preparedness for actual classroom teaching are well practiced.

However, there is a need for further development and support to strengthen pre-service teachers’ practical application of their skills, particularly in using technology and teaching strategies effectively to enhance student engagement and overall teaching effectiveness.

Recommendations

Based on the findings of this study, the following recommendations can be made:

To Educational Institutions, this study recommends that educational institutions enhance their teacher education curricula by integrating more practical and updated training on technology use in the classroom. Institutions should also provide pre-service teachers with consistent access to digital resources and real-world teaching simulations to strengthen their self-efficacy in computer use, teaching, and technology integration.

To Pre-service Teachers, they are encouraged to actively seek out learning opportunities that improve their technological skills and teaching strategies. Engaging in workshops, online courses, and peer collaboration can boost their confidence and readiness for internship performance, leading to better classroom effectiveness.

To Students in Teacher Education Programs, they may begin developing a proactive attitude toward learning and using technology. This study emphasizes the importance of being adaptable and tech-savvy, as these skills are essential for teaching in modern educational settings.

To Future Researchers, this study may help future researchers by serving as a foundational reference for further exploration into the link between self-efficacy and performance in teacher education. Future research can expand this study by exploring additional variables such as mentoring, school environment, or long-term teaching outcomes across different regions or disciplines.

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