Niềm tin vào năng lực dạy học của sinh viên ngành Giáo dục tiểu học: Khảo sát tại Trường Đại học Vinh và Trường Đại học Tây Bắc

Tóm tắt

Teaching self-efficacy beliefs refer to prospective teachers' judgements of their capability to organise and perform teaching tasks, rather than objective teaching competence. This cross-sectional survey examined 596 third- and fourth-year Primary Education students from accessible cohorts at Vinh University and Tay Bac University. The 12-item Teachers' Sense of Efficacy Scale-Short Form was adapted for prospective primary teachers and administered on a five-point scale. Confirmatory factor analysis supported the correlated three-factor model (CFI = .990, TLI = .988, RMSEA = .044, SRMR = .019). Internal consistency was high for the total score (alpha = .957) and the three domains (alpha = .891-.915). The overall mean was 3.68 (SD = .64); domain means ranged from 3.67 to 3.70 and did not differ significantly. Unadjusted differences by institution and year of study were small; a factorial analysis indicated an institution-by-year interaction, so these findings were not interpreted as independent effects. Small differences were observed by living arrangement, self-rated economic status, and career intention, whereas no differences were found by gender or self-rated academic achievement. The findings support staged professional practice, evidence-based feedback, and career-oriented support in primary teacher education.