The Influence of Self-Efficacy, Soft Skills, and Interest in Becoming a Teacher on the Teaching Readiness of Economics Education (Office Administration) Students at UNNES, Class of 2021

Johana Ryo Fatur Rahman; Dian Fithra Permana

doi:10.58737/jpled.v6i2.1056

Authors

Johana Ryo Fatur Rahman Universitas Negeri Semarang
Dian Fithra Permana Universitas Negeri Semarang

DOI:

https://doi.org/10.58737/jpled.v6i2.1056

Keywords:

Self-Efficacy, Soft Skills, Interest in Becoming A Teacher, Teacher Readiness

Abstract

Teacher readiness is a crucial aspect in preparing prospective teachers to meet professional demands in the education sector. However, empirical conditions indicate that not all students possess adequate readiness to enter the teaching profession. This study aims to analyze the influence of self-efficacy, soft skills, and interest in becoming a teacher on students’ readiness to become teachers. A quantitative associative approach was employed involving 103 students of the Economics Education–Office Administration Study Program at Universitas Negeri Semarang from the 2021 cohort. Data were collected through closed-ended questionnaires and analyzed using multiple linear regression. The results indicate that self-efficacy, soft skills, and interest in becoming a teacher simultaneously have a positive and significant effect on students’ readiness to become teachers (F = 84.133; p < 0.05), explaining 71.0% of the variance. Partial analysis shows that self-efficacy (t = 2.182; p < 0.05), soft skills (t = 5.358; p < 0.05), and interest in becoming a teacher (t = 3.175; p < 0.05) each have a significant positive effect, with soft skills identified as the most dominant variable. These findings suggest that teacher readiness is not only determined by psychological confidence and professional interest but is also strongly influenced by the mastery of non-technical skills.

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