Teacher Self-Efficacy And Student Engagement Learning: A Cross-Sectional Study In Indonesian Secondary Schools
Keywords:
teacher self-efficacy, student engagement, secondary school, Indonesia, Islamic educational psychology
Abstract
This study examined the relationship between teacher self-efficacy and student engagement among secondary school teachers in Indonesia. Despite extensive international evidence linking these constructs, empirical research specifically addressing this relationship within Indonesian secondary education, and particularly its intersection with Islamic educational psychology, remains limited. A quantitative cross-sectional survey design was employed, involving 200 secondary school teachers selected through multistage random sampling from public and private schools. Teacher self-efficacy was measured using the Teachers' Sense of Efficacy Scale (TSES), while student engagement was assessed through the teacher-report form of the Engagement versus Disaffection with Learning (EvsD) scale. Data were analyzed using IBM SPSS Statistics through descriptive statistics, Pearson correlation, and simple linear regression. Results revealed a statistically significant, moderately strong positive relationship between teacher self-efficacy and student engagement, with self-efficacy accounting for approximately 33.6% of the variance in perceived engagement. These findings were further interpreted through the lens of Islamic educational psychology, highlighting the potential roles of spiritual development, emotional intelligence, and patience as culturally embedded resources shaping teacher confidence. The study concludes that strengthening teacher self-efficacy, alongside emotionally and spiritually grounded professional development, may offer a promising pathway for enhancing student engagement in Indonesian secondary schools.
References
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Syafii, M. H., & Azhari, H. (2024). Manifestation of patience as a coping mechanism in Islamic psychology: A comparative analysis of sociocultural contexts of Indonesian and Egyptian students. Psikoislamika: Jurnal Psikologi dan Psikologi Islam, 21(2), 252–290.
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Syafii, M. H., Alaldaya, R., Purnomo, H., & Azhari, H. (2025). Neurocognitive-spiritual based psychopedagogy in improving working memory and emotional intelligence in Muslim students. Journal of Islamic Education and Ethics, 3(2), 151–166.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
Usman, M., Zainuddin, M., & Esha, M. I. (2021). The exemplary approach of Islamic religious education teachers in fostering emotional spiritual quotient. Al-Ishlah: Jurnal Pendidikan, 13(3), 2621–2630. https://doi.org/10.35445/alishlah.v13i3.644
Wang, J., Tigelaar, D. E. H., Luo, J., & Admiraal, W. (2022). Teacher beliefs, classroom process quality, and student engagement in the smart classroom learning environment: A multilevel analysis. Computers and Education, 183, 104501. https://doi.org/10.1016/j.compedu.2022.104501
Wijaya, I. S., Tahir, M., Saputranur, & Handari, S. (2024). The role of piety (taqwa) and gratitude (syukur) in Islam on human emotional intelligence. Pharos Journal of Theology, 105(2). https://doi.org/10.46222/pharosjot.105.24
Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015. https://doi.org/10.3102/0034654315626801
Zhang, N., Siaw Yan-Li, & Jiang, N. (2025). The relationship between principal instructional leadership and teacher self-efficacy in student engagement and classroom management: A cross-sectional study in China. Frontiers in Psychology, 16, 1589958. https://doi.org/10.3389/fpsyg.2025.1589958
Emiru, E. K., & Gedifew, M. T. (2024). The effect of teacher self-efficacy on learning engagement of secondary school students. Cogent Education, 11(1), 2308432. https://doi.org/10.1080/2331186X.2024.2308432
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Hidayatullah, A., Abidin, R., & Muqit, A. (2024). Motivation and behavioral engagement: The mediating role of mathematics self-efficacy in primary education. Journal on Efficiency and Responsibility in Education and Science, 17(3), 237–246. https://doi.org/10.7160/eriesj.2024.170306
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. https://doi.org/10.1037/a0019237
Meditamar, M. O. (2024). Does school climate matter for job satisfaction? The mediating role of teachers' self-efficacy and work engagement. Jurnal Pedagogi dan Pembelajaran, 7(3), 416–428. https://doi.org/10.23887/jp2.v7i3.81079
Purnomo, H., & Azhari, H. (2024). A mindfulness-based stress reduction (MBSR) dalam mengurangi academic anxiety pada mahasiswa. Jurnal Studi Islam dan Kemuhammadiyahan (JASIKA), 4(2).
Rahmadani, A., & Kurniawati, F. (2021). Teacher engagement mediates self-efficacy and classroom management: Focus on Indonesian primary schools. Electronic Journal of Research in Educational Psychology, 19(53), 75–92.
Reeve, J., & Tseng, C.-M. (2011). Agency as a fourth aspect of students' engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267. https://doi.org/10.1016/j.cedpsych.2011.05.002
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students' school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529. https://doi.org/10.3102/0034654311421793
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611–625. https://doi.org/10.1037/0022-0663.99.3.611
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571–581. https://doi.org/10.1037/0022-0663.85.4.571
Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children's behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493–525. https://doi.org/10.1177/0013164408323233
Sukenti, D., Tambak, S., & Siregar, E. (2021). Learning assessment for madrasah teacher: Strengthening Islamic psychosocial and emotional intelligence. Al-Ishlah: Jurnal Pendidikan, 13(1), 725–740. https://doi.org/10.35445/alishlah.v13i1.552
Syafii, H., & Purnomo, H. (2024). Analisis komparatif pendekatan behavioristik dan konstruktivisme sosial dalam pembentukan akhlak: Perspektif neurosains kognitif Islam. TARBIYAH: Jurnal Pendidikan dan Pembelajaran, 1(2), 155–167.
Syafii, H., Purnomo, H., Syukur, A., & Azhari, H. (2025). The effectiveness of Islamic psychospiritual approach in mindfulness program for developing teachers' emotional intelligence. EDUSHOPIA: Journal of Progressive Pedagogy, 2(2), 127–137.
Syafii, M. H., & Azhari, H. (2024). Manifestation of patience as a coping mechanism in Islamic psychology: A comparative analysis of sociocultural contexts of Indonesian and Egyptian students. Psikoislamika: Jurnal Psikologi dan Psikologi Islam, 21(2), 252–290.
Syafii, M. H., & Azhari, H. (2025). Interaction between spiritual development and psychological growth: Implications for Islamic educational psychology in Islamic students. Journal of Islamic Education and Ethics, 3(1), 29–48. https://doi.org/10.18196/jiee.v3i1.69
Syafii, M. H., Alaldaya, R., Purnomo, H., & Azhari, H. (2025). Neurocognitive-spiritual based psychopedagogy in improving working memory and emotional intelligence in Muslim students. Journal of Islamic Education and Ethics, 3(2), 151–166.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
Usman, M., Zainuddin, M., & Esha, M. I. (2021). The exemplary approach of Islamic religious education teachers in fostering emotional spiritual quotient. Al-Ishlah: Jurnal Pendidikan, 13(3), 2621–2630. https://doi.org/10.35445/alishlah.v13i3.644
Wang, J., Tigelaar, D. E. H., Luo, J., & Admiraal, W. (2022). Teacher beliefs, classroom process quality, and student engagement in the smart classroom learning environment: A multilevel analysis. Computers and Education, 183, 104501. https://doi.org/10.1016/j.compedu.2022.104501
Wijaya, I. S., Tahir, M., Saputranur, & Handari, S. (2024). The role of piety (taqwa) and gratitude (syukur) in Islam on human emotional intelligence. Pharos Journal of Theology, 105(2). https://doi.org/10.46222/pharosjot.105.24
Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015. https://doi.org/10.3102/0034654315626801
Zhang, N., Siaw Yan-Li, & Jiang, N. (2025). The relationship between principal instructional leadership and teacher self-efficacy in student engagement and classroom management: A cross-sectional study in China. Frontiers in Psychology, 16, 1589958. https://doi.org/10.3389/fpsyg.2025.1589958
Published
2026-07-27
How to Cite
Aguswan Khotibul Umam, Nissa Bela Nurussalma, Reno Diqqi Alghzali, Alwis, & Muhammad Hisyam Syafii. (2026). Teacher Self-Efficacy And Student Engagement Learning: A Cross-Sectional Study In Indonesian Secondary Schools. International Journal of Education, Vocational and Social Science , 5(03), 6337-6354. https://doi.org/10.63922/ijevss.v5i03.5531
Contact Person +6282139474255
Email : ijevss@citakonsultindo.or.id / editor.ijevss@gmail.com
