Pengaruh Microteaching, Persepsi Profesi Guru terhadap Minat Menjadi Guru Akuntansi dengan Efikasi Diri sebagai Variabel Inteverning 

The Influence of Microteaching, Perceptions of the Teacher's Profession on Interest in Becoming an Accounting Teacher with Self-Efficacy as an Intervening Variable.

Tujuan dari penelitian adalah untuk melihat pengaruh pembelajaran microteaching, persepsi profesi guru terhadap minat menjadi guru akuntansi dengan efikasi diri sebagai variabel intervening pada mahasiswa pendidikan akuntansi 2018 dan 2019. Metode penelitian menggunakan metode penelitian kuantitatif ex-post facto. Populasi pada penelitian yakni mahasiswa pendidikan akuntansi Universitas Negeri Surabaya angkatan 2018 dan 2019 yang berjumlah 117 mahasiswa. Penentuan sampel ditentukan melalui Rumus Slovin sehingga sampel diketahui sebanyak 91 mahasiswa. Metode pengambilan data dengan cara menyebar kuesioner, sedangkan metode analisis data menggunakan analisis regresi linier berganda. Pengolahan data menggunakan SPSS versi 25. Hasil dari penelitian menyimpulkan bahwa 1) Mata kuliah microteaching, persepsi profesi guru dan efikasi diri secara simultan berpengaruh signifikan terhadap minat menjadi guru akuntansi 2) Mata kuliah microteaching tidak berpengaruh signifikan terhadap minat menjadi guru akuntansi 3) Persepsi profesi guru berpengaruh signifikan terhadap  minat menjadi guru akuntansi 4) Mata kuliah microteaching berpengaruh signifikan terhadap efikasi diri 5) Persepsi profesi guru berpengaruh signifikan terhadap efikasi diri 6) Efikasi diri berpengaruh signifikan terhadap  minat menjadi guru akuntansi 7) Efikasi diri dapat memediasi pengaruh Mata kuliah microteaching terhadap minat menjadi guru akuntansi 8) Efikasi diri dapat memediasi pengaruh persepsi profesi guru terhadap minat menjadi guru.

The purpose of the study was to see the effect of microteaching learning, the perception of the teaching profession on interest in becoming an accounting teacher with self-efficacy as an intervening variable in 2018 and 2019 accounting education students. The research method used ex-post facto quantitative research methods. The population in the study were accounting education students at the State University of Surabaya, class of 2018 and 2019, which amounted to 117 students. Determination of the sample is determined through the Slovin formula so that the sample is known to be 91 students. The data collection method was by distributing questionnaires, while the data analysis method used multiple linear regression analysis. Data processing using SPSS version 25. The results of the study concluded that 1) Microteaching courses, perception of the teaching profession and self-efficacy simultaneously significantly affected interest in becoming an accounting teacher 2) Microteaching courses did not significantly affect interest in becoming an accounting teacher 3) Professional perceptions teachers have a significant effect on interest in becoming an accounting teacher 4) Microteaching courses have a significant effect on self-efficacy 5) The perception of the teaching profession has a significant effect on self-efficacy 6) Self-efficacy has a significant effect on interest in becoming accounting teachers 7) Self-efficacy can mediate the effect of microteaching courses on interest in becoming an accounting teacher 8) Self-efficacy can mediate the effect of the perception of the teaching profession on interest in becoming a teacher.