Relationship between Self-Efficacy and Pedagogical Content Knowledge (PCK) of Madrasah

Fadilah Ningsih, Mappanyompa Mappanyompa, Aqodiah Aqodiah, Musfiatul Wardi, Mustapa Ali, Baiq Ida Astini

Abstract


Abstract: This study reveals a significant relationship between self-efficacy and pedagogical content knowledge (PCK) among madrasah teachers. Teachers with high self-efficacy are generally more capable of implementing PCK effectively in the learning process, which in turn enhances the quality and outcomes of student learning. Therefore, simultaneous efforts to strengthen both self-efficacy and PCK through integrated training programs, professional development, and reflective teaching practices—are crucial strategies for improving the quality of education in madrasahs. Urgent Areas for Future Research Future studies should investigate the effectiveness of integrated training models that simultaneously develop teachers’ self-efficacy and PCK. In addition, longitudinal research evaluating the long-term impact of the self-efficacy–PCK relationship on student performance in madrasahs is essential to support evidence-based, quality-oriented education policy.

Keywords


Self-Efficacy, Pedagogical Content Knowledge (PCK), Madrasah Teachers.

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