The Impact of Self-Efficacy and Teaching Innovation on Teacher Performance

Said Ashlan; Rahmat Fajri

doi:10.56741/IISTR.jpes.00954

Authors

Said Ashlan
said.ashlan@uui.ac.id
Ubudiyah Indonesia University https://orcid.org/0000-0002-7139-2465
Rahmat Fajri Ubudiyah Indonesia University https://orcid.org/0009-0000-6017-8634

Keywords:

High School, Innovative Teacher, Performance, Self-efficacy, Teaching Strategies

Abstract

This study investigates the influence of teachers’ self-efficacy and teaching innovation on their professional performance. Employing a quantitative research design, the study involved 298 madrasah teachers selected through proportional random sampling. Data were analyzed using path analysis, preceded by the computation of inter-variable correlations presented in matrix form. The analysis reveals that self-efficacy exerts a positive effect on teacher performance, with a standardized coefficient of 0.121, while teaching innovation demonstrates a stronger positive influence, with a coefficient of 0.177. These findings indicate that self-efficacy contributes to a 12.1% enhancement in teacher performance, whereas teaching innovation contributes to a 17.7% improvement. The results underscore the pivotal role of both self-efficacy and innovative teaching practices in enhancing the effectiveness and performance of madrasah teachers.

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Author Biographies

Said Ashlan, Ubudiyah Indonesia University

is a Senior Permanent Lecturer at Ubudiyah University Indonesia, located at Jalan Alue Naga, Tibang Village, Syiah Kuala District, Banda Aceh, Aceh 23114, Indonesia. He is actively involved in academic research, peer-reviewed publishing, and community service initiatives. In addition to his teaching responsibilities, he serves as a reviewer for several academic journals in Indonesia, contributing to the advancement of scholarly standards and research quality across various disciplines. (email: said.ashlan@uui.ac.id).

Rahmat Fajri, Ubudiyah Indonesia University

is a Senior Lecturer in the Computer Education Study Program at Ubudiyah University, Indonesia. His main research focuses include digital literacy, the use of technology in learning, and digitally-based English language teaching. Rahmat Fajri, M.Hum, is actively involved in research and publishes in nationally accredited journals. He also participates in various teacher training programs and curriculum development initiatives aimed at strengthening digital competencies in language education. Currently, he is developing an integrated learning model that combines Artificial Intelligence (AI) and Virtual Reality (VR) approaches with English language instruction in the context of higher education. (email: rahmatfajri@uui.ac.id).

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