Teachers’ Self-Efficacy in the Teaching and Learning Process at SD Negeri 149 Pekanbaru

Abstract

The transformation of primary education requires teachers to be more than mere content deliverers; they must become adaptive classroom managers. Teachers’ self-efficacy, or their belief in their own ability, plays a critical role in determining teaching quality. This study aims to determine the level of teacher self-efficacy in the teaching and learning process at SDN 149 Pekanbaru. Using a descriptive quantitative approach, this study involved 16 teachers and employed a closed-ended questionnaire based on Bandura’s indicators. The results showed that the average self-efficacy score was 126.44 out of a maximum of 150, indicating a high level. The data distribution revealed a consistent spread, with a standard deviation of 15.667 and a skewness of 0.159. The discussion linked these findings to relevant literature, highlighting that teachers’ confidence was supported by experience, peer collaboration, and a positive school environment. This study concludes that high self-efficacy forms a crucial foundation for effective teaching and classroom management. It recommends experience-based training and reflective school support systems to maintain and improve teachers’ self-belief. The findings contribute empirical insight for education policy development and teacher training tailored to real needs in primary schools.