Mismatched Teachers and the Dynamics of Their Self-Efficacy: An Exploratory Study
Abstract
Social cognition theory of Bandura states that human actions are the result of interactions among personal, behavior, and environment that influence each other. Meanwhile, the regulation that requires the teachers in Indonesia to fulfill their teaching obligation for at least twenty four hours face-to-face per week, has resulted in an increase in the number of mismatched teachers whose the educational qualifications and competencies are not matched with the subject they teach. By using a qualitative approach through an exploratory design, this study aims to explore the dynamics of self-efficacy that experienced by mismatched teachers. The participants in this research were five mismatched teachers at a vocational school in Bandung Barat Regency, West Java-Indonesia, with various in gender, age, years of service, and certification status. This exploratory study tried to expose through the results of preliminary research that the researchers discovered the different phenomenon of psychological dynamics, especially the various responses of self-efficacy of the five teachers. The researchers hope that this research will become a starting point for conducting more in-depth studies of the dynamics of teacher self-efficacy (especially mismatched teachers) and the factors that influence it, in the future, so that besides being able to survive well in their profession, the mismatched teachers can still give their best performance for their students.
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