Why Self-Efficacy Does Not Align with Competence? Examining Self-Efficacy in Implementing TPACK-Based Teaching and PCK Among Pre-Service Science Teachers

This study explores the relationship between Self-efficacy in implementing TPACK-based teaching and competence assessment in pre-service science teachers. Self-efficacy in implementing TPACK-based teaching reflects students’ beliefs in integrating technology, pedagogy, and content in teaching, while competence measures their practical abilities in teaching. The method used was descriptive quantitative with the subject of 88 3rd semester Science Education students. Data were collected through competence test and self-efficacy questionnaire, then analyzed using descriptive statistics, Pearson correlation test, and linear regression analysis. The results showed no significant correlation between Self-efficacy in implementing TPACK-based teaching and competence assessment. Although the students had high self-efficacy in TPACK, this was not reflected in their competence. The correlation test showed a weak and insignificant relationship between the two variables, and the regression analysis showed that Self-efficacy in implementing TPACK was not significant in predicting competence outcomes. These findings suggest that teacher education curriculum need some improvements to integrate more practical experience and competence skill development. Adequate support and resources as well as continuous training are also needed to ensure alignment between self-efficacy in TPACK and practical competence in teaching. This research makes an important contribution to the development of more effective curricula and teacher training programs.