Abstract
The purpose of this study was to find development of self-efficacy on career decision and career maturity through teaching practice. The scales of self-efficacy on career decision, career maturity were administered to 44 educational undergraduates (27 women and 17 men). In this study, Self-Efficacy on Career Decision Scale (SECD) and Career Readiness Scale (CRS, Sakayanagi, 1996) were used. Self-Efficacy on Career Decision Scale consists of Goal Selection, Occupational Information, Self-Appraisal, Planning, and Problem Solving. Career Readiness Scale consists of Life Career Readiness (LCR) and Occupational Career Readiness (OCR). Each consists of career concern, career autonomy and career planning. The following results were obtained. (1)The scores in the scales of self-efficacy on career decision after teaching practice were significantly higher than those before teaching practice. (2)The scores in the scales of career maturity after teaching practice were not significantly higher than those before teaching practice. (3)All paths from the scales of self-efficacy on career decision before teaching practice to those after teaching practice of the path model we proposed were significant. These findings suggest that teaching practice is one of the effective activities to develop self-efficacy on career decision in undergraduates.
