Article Per Year (5 Year)
p-Index From 2019 - 2024
0.23
P-Index
This Author published in this journals
All Journal These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan
Amatullah, Ummu Fauziyyatun
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Elementary School Teachers’ Self-Efficacy Toward Teaching Writing Amatullah, Ummu Fauziyyatun; Iswara, Prana Dwija
International Conference on Elementary Education Vol. 4 No. 1 (2022): Proceedings The 4th International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (275.885 KB)

Abstract

Writing is an essential aspect of language learning and for the language skills needs of elementary school students. However, the self-efficacy of elementary school teachers towards teaching writing is known by little. Teachers' self-efficacy towards teaching writing affects their perceptions and judgments, influencing instructional decisions during student learning activities. This study aimed to describe elementary school teachers’ self-efficacy in teaching writing in the classroom. This research was completed by a quantitative approach with a survey method of 13 elementary school teachers. The research’s results indicate that the self-efficacy of elementary school teachers on writing lessons is still not optimal. Almost all teachers (11 out of 13) were at the 61-70% self-efficacy in teaching writing. 1 out of 13 teachers has achieved 60% self-efficacy in learning to write along with the percentage of self-efficacy of elementary school teachers in teaching writing. And only one teacher who has a level of > 70% self-efficacy in learning to write. Changing writing practice in elementary school will require individualized instructional methods to meet student needs as well as the personal assessment of self-efficacy to ensure that beliefs do not hinder the delivery of effective instructional writing practices.
Co-Authors Prana Dwija Iswara, Prana Dwija