The Correlation of Instructional Support, Peer Collaboration, Self-Efficacy, Classroom Management and Practicum Success among Pre-Service PE Teachers (Hubungan Sokongan Pengajaran, Kerjasama Rakan Sebaya, Efikasi Diri, Pengurusan Bilik Darjah dan Kejayaan Praktikum dalam kalangan Guru Pra-Perkhidmatan Pendidikan Jasmani)

Abstract

The practicum is a vital component of teacher education, particularly for pre-service physical education (PE) teachers who encounter unique challenges in classroom management and instructional delivery. This study aims to identify the key determinants of practicum success, focusing on instructional support, peer collaboration, self-efficacy, and classroom management among pre-service PE teachers in Malaysia. A cross-sectional survey design was employed, with data collected from 480 pre-service PE teachers using a structured questionnaire. The questionnaire measured six key areas, and data were analysed using Pearson correlation coefficients through SPSS software. The analysis revealed strong positive correlations between the independent variables and practicum performance, with peer collaboration (r = 0.81) emerging as the most significant predictor, followed by classroom management (r = 0.72), self-efficacy (r = 0.68), and instructional support (r = 0.68). These results underscore the importance of targeted instructional support and collaborative learning environments in enhancing practicum outcomes. The study concludes that teacher education programs should prioritize these factors to better prepare pre-service PE teachers for the complexities of teaching. The implications of this study suggest that incorporating collaborative activities and enhancing self-efficacy through mentorship can significantly improve practicum performance and long-term teaching effectiveness. Further research is recommended to explore these relationships in different educational contexts and to examine their impact over time.