SELF-EFFICACY OF TEACHERS IN THE NORTH KALIMANTAN BORDER AREA

Abstract

Teacher self-efficacy plays a crucial role in determining teachers' confidence in managing classrooms, implementing effective instructional strategies, engaging students, and achieving educational goals. This study aimed to describe the level of self-efficacy among teachers working in the border area of North Kalimantan, specifically in Tarakan City. A quantitative descriptive research design was employed involving 20 teachers selected using purposive sampling. Data were collected using the 12-item Teacher Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Hoy. The instrument demonstrated satisfactory psychometric properties, with all items meeting the validity criterion (p < 0.05) and a Cronbach's alpha coefficient of 0.937, indicating excellent reliability. Descriptive statistical analysis was conducted using frequency, percentage, mean, and standard deviation. The findings revealed that all respondents (100%) demonstrated a moderate level of self-efficacy, indicating adequate confidence in carrying out their professional responsibilities despite the educational challenges associated with border areas. Among the three dimensions assessed, classroom management achieved the highest mean score (M = 3.96), followed by student engagement (M = 3.95) and instructional strategies (M = 3.95). These results suggest that teachers possess relatively strong confidence in maintaining an effective learning environment but still require continuous professional development to strengthen instructional practices and student engagement. The study highlights the importance of supportive educational policies, school leadership, and ongoing professional training to enhance teacher self-efficacy and improve the quality of education in geographically disadvantaged regions.