The Influence of Pre-Service Elementary School Teachers' Perception of the Teaching Profession, Teaching Interest, and Field Practice Experience on Readiness to Become Professional Teachers

Abstract

Readiness to become a professional teacher among elementary school teacher education (PGSD) students was an important predictor of teaching career success. This study aimed to analyze the influence of pre-service teachers' perceptions of the teaching profession, teaching interest, and field practice experience on readiness to become professional teachers. The method used was quantitative with an explanatory survey design. The sample consisted of 210 seventh-semester PGSD students at Universitas Negeri Malang who had completed field practice, selected by proportionate stratified random sampling. Instruments included a perception of teaching profession scale (20 items, α=0.89), teaching interest scale (15 items, α=0.87), field practice experience scale (12 items, α=0.91), and professional readiness scale (25 items, α=0.93). Data were analyzed using multiple regression. The results showed that: (1) perception of the teaching profession had a positive significant effect on readiness (β=0.34; t=5.12; p<0.001); (2) teaching interest had a positive significant effect on readiness (β=0.41; t=6.23; p<0.001); (3) field practice experience had a positive significant effect on readiness (β=0.28; t=4.15; p<0.01); and (4) simultaneously, the three variables contributed 64% (R²=0.64; F=58.23; p<0.001) to professional readiness. Teaching interest was the strongest predictor. These findings indicated that strengthening teaching interest, positive perception, and quality of field practice were important in the PGSD curriculum.