The psychology of teaching preparedness: Linking TPACK to self-efficacy in pre-service EFL teachers

Teacher Self-Efficacy, a key psychological construct grounded in Bandura's social cognitive theory, is critical in shaping instructional effectiveness, motivation, and professional development. Understanding the cognitive and knowledge-based antecedents of self-efficacy is particularly important during early teacher training. This study examines the extent to which pre-service English as a Foreign Language (EFL) teachers' Technological Pedagogical Content Knowledge (TPACK) predicts their teaching self-efficacy. An explanatory sequential mixed-methods design was employed, integrating quantitative data from standardized TPACK and Teacher Self-Efficacy scales ( N = 271) with qualitative data from focus group discussions. Structural Equation Modelling (SEM) via SmartPLS was used to analyze predictive relationships, while thematic analysis explored participants' perceptions. The findings indicate a significant positive association between overall TPACK and teacher self-efficacy. Among the TPACK dimensions, Technological Pedagogical Content Knowledge (TPCK) was the strongest predictor, followed by Pedagogical Content Knowledge (PCK) and Technological Content Knowledge (TCK), while Technological Knowledge (TK) and Content Knowledge (CK) were non-significant. Qualitative findings revealed structural and contextual barriers to technology integration, including limited integrated training, insufficient hands-on experience, technological usability challenges, and unclear policies regarding technology use. These findings advance the psychological understanding of teacher development by identifying the specific cognitive knowledge domains that underlie self-efficacy beliefs and by highlighting systemic obstacles that hinder their enactment. The study advocates for a more integrated and practice-oriented approach to EFL teacher education to enhance both instructional competence and psychological readiness for technology- integrated classrooms. • Investigates how TPACK dimensions influence TSE among Chinese pre-service EFL teachers • Validates a revised context-specific five-factor TPACK framework • Identifies TPCK as the most influential predictor of teaching self-efficacy • Integrates SEM and focus groups to explain how TPACK supports teacher development • Contributes new empirical evidence on TPACK–TSE links in under-researched settings