Relationship between Competency and Self-Efficacy among Islamic Education Students (IES) during Teaching Practicum

This study aims to identify the relationship between student competency and self-efficacy during teaching practicum. Five-point scale questionnaires employing a quantitative research design were distributed to 93 Bachelor of Islamic Education students (IES), Kulliyyah of Education (KOED) International Islamic University Malaysia (IIUM), ages 21 to 30, and analyzed using descriptive statistics. Pearson correlation by utilizing the Statistical Package for Social Sciences (SPSS) V. 27. The study indicates that the majority of IES are competent and have high self-efficacy during teaching practicum. The results also revealed that the IES competency in content knowledge is high, with a mean score of 3.92 and a standard deviation of 0.70, and competency in instructional strategies is also high, with a mean score of 4.13 and a standard deviation of 0.65. The IIUM IES students’ self-efficacy in teaching is high, with a mean score of 4.05 and a standard deviation of 0.73. Their self-efficacies in classroom assessment are high, with a mean score of 4.05 and a standard deviation of 0.65. The study also indicates a positive and relatively strong statistically meaningful relationship between scores of competencies and self-efficacy among IES. This study impacted comprehensive improvements in teacher education programs and teaching quality.