Influence Of Preservice Management Teachers‘ Professional Knowledge, Teaching Self-Efficacy And Attitude On Their Teaching Performance

Abstract

The research investigated the influence of Preservice Management Teachers‘ (PMTs) professional knowledge, teaching self-efficacy, and attitude on their teaching performance. The Shulman‘s Model of Knowledge Base for Teaching, Self-Efficacy Theory by Albert Bandura and the Theory of Planned Behaviour (TPB) by Icek Ajzen underpinned this study. Methodologically, the study adopted an explanatory design rooted within the quantitative paradigm. The study was guided by four research questions and eight hypotheses. To achieve the research objectives, a total population of 101 preservice management teachers was surveyed using a census technique. A structured questionnaire was designed to elicit primary data, encompassing dimensions of preservice management teachers (PMTs) professional knowledge, teaching self-efficacy and attitude towards the teaching profession. Further, the off-campus results of PMTs were taken from the Centre for Teacher Professional Development to assess their teaching performance. The data analysed encompassed both descriptive statistics and the Partial Least Squares Structural Equation Modelling (PLS-SEM) technique. Data pertaining to Research Questions One to Four were analysed using the descriptive statistics. Conversely, the hypotheses were analysed through the application of PLS-SEM. The study found that preservice management teachers‘ professional knowledge significantly influences their teaching performance. Also, the study revealed that teaching self-efficacy neither significantly influence teaching performance nor mediated the relationship between professional knowledge and teaching performance. It is recommended that teacher educators continually develop the professional knowledge of preservice teachers, as it significantly influences their teaching performance. Further, preservice teachers should prioritize the enhancement of their professional knowledge, considering it a pivotal determinant of teaching performance. Finally, preservice teachers are advised to treat the acquisition of professional knowledge with seriousness throughout their educational training, as teaching self-efficacy did not significantly mediate the relationship between professional knowledge and teaching performance.