Empowering University PE Practicum: Enhancing Support, Collaboration, Effi cacy, and Management (Memperkasakan Praktikum Pendidikan Jasmani melalui Sokongan, Kerjasama, Efi kasi, dan Pengurusan)

Abstract

The practicum experience is a crucial part of teacher education, bridging the gap between theoretical knowledge and practical application. For pre-service Physical Education (PE) teachers, it is essential for applying what they have learned in real teaching environments, helping them develop the skills needed for successful future teaching. This study aims to explore the impact of instructional support, peer collaboration, self-effi cacy, and classroom management on practicum performance. Employing a quantitative, non-experimental research design, the study surveyed 480 pre service PE teachers from various universities. Data were collected using a structured questionnaire and analysed through multiple regression analysis. The fi ndings reveal that peer collaboration is the most signifi cant predictor of practicum performance, followed by self-effi cacy, instructional support, and classroom management. The model explains approximately 72.9% of the variance in practicum performance, underscoring the importance of these factors. The study concludes that enhancing peer collaboration and self-effi cacy, alongside providing structured instructional support, can signifi cantly improve practicum outcomes. The implications for teacher education programs include the need to integrate structured peer collaboration opportunities, foster professional learning communities, and off er targeted training in collaborative skills to better support pre-service teachers during their practicum experiences.