The Effects of Spontaneous Prior Learning Activities and Self-Efficacy on Teaching Performance, Fulfillment in Teaching Practice and a Firm Belief to Be a Teacher in Student-Teachers

Abstract

The main purpose of this study was to investigate the effects of spontaneous prior learning activities and self-efficacy on teaching practice and a firm belief to be a teacher in student-teachers. The total of 667 student-teachers responded to pre- and post- teaching practice questionnaires. Covariance structure analysis showed followings. 1) Self-efficacy for communication effects self evaluation of teaching practice widely. 2) Spontaneous prior learning activities enhance self-efficacy for communication, self-efficacy for teaching management and self-efficacy for practical sense. 3) Spontaneous prior learning activities enhances a firm belief to be a teacher directly. 4) Two types of self evaluation of teaching practice enhance fulfillment in teaching practice. 5) Fulfillment in teaching practice enhances a firm belief to be a teacher.