Pengaruh Persepsi Profesi Guru Dan Lingkungan Keluarga Terhadap Minat Mahasiswa Menjadi Guru Dengan Self Efficacy Sebagai Variabel Intervening

The Effect Of Teacher Professional Perceptions And Family Environment On Student's Interest To Become Teacher As Intervening Variables

Riset ini bertujuan untuk mengukur dampak persepsi profesi guru ke minat menjadi guru, persepsi profesi guru ke self-efficacy, lingkungan keluarga ke minat menjadi guru, lingkungan keluarga ke self-efficacy, self-efficacy ke minat menjadi guru, persepsi profesi guru ke minat menjadi guru melalui self-efficacy, lingkungan keluarga ke minat menjadi guru melalui self-efficacy. Riset ini dilakukan pada Mahasiswa angkatan 2017 dan 2018 Program Studi Pendidikan Administrasi Perkantoran Universitas Negeri Surabaya yang berjumlah 158 mahasiswa. Teknik pengumpulan data menggunakan kuisioner. Teknik analisa memakai analisis jalur. Output riset memberi kesimpulan persepsi profesi guru tidak ke minat menjadi guru (P-Value = 0,088), persepsi profesi guru ke self-efficacy (P-Value = 0,000), lingkungan keluarga berpengaruh terhadap minat menjadi guru (P-Value = 0,000), lingkungan keluarga berpengaruh terhadap self-efficacy (P-Value = 0,004), self-efficacy berpengaruh terhadap minat menjadi guru (P-Value = 0,000), persepsi profesi guru berpengaruh terhadap minat menjadi guru yang di mediasi self-efficacy (P-Value = 0,003), lingkungan keluarga berpengaruh terhadap minat menjadi guru yang di mediasi self-efficacy (P-Value = 0,011).

This research aims to measure the impact of the perception of the teaching profession to the interest of becoming a teacher, the perception of the teacher profession to self-efficacy, the family environment to the interest of becoming a teacher, the family environment to self-efficacy, self-efficacy to the interest of becoming a teacher, the perception of the teacher profession to the interest of becoming a teacher through self-efficacy, the family environment to the interest of becoming a teacher through self-efficacy. This research was conducted on students of the class of 2017 and 2018 Office Administration Education Study Program, Surabaya State University which amounted to 158 students. Data collection techniques use questionnaires. Analytical techniques use path analysis. The research output concludes that the perception of the teaching profession is not to the interest in becoming a teacher (P-Value = 0.088), the perception of the teacher profession to self-efficacy (P-Value = 0,000), the family environment affects the interest in becoming a teacher (P-Value = 0.000), the family environment affects self-efficacy (P-Value = 0.004), self-efficacy affects the interest in becoming a teacher (P-Value = 0.000), the teacher perception profession has an effect on the interest in becoming a teacher who is self-efficacy mediated (P-Value = 0.003), the teacher perception profession has an effect on the interest in becoming a teacher who is self-efficacy mediated (P-Value = 0.003), the teacher's perception of self-efficacy (P-Value = 0.003), self-efficacy affects the interest in becoming a teacher (P-Value = 0.000), the teacher's perception of the teacher's profession is not interested in becoming a teacher (P-Value = 0.088), the perception of the teacher profession to self-efficacy (P-Value = 0.004), self-efficacy affects the interest in becoming a teacher (P-Value = 0.000), the teacher's perception of self-efficacy (P-Value = 0.000), self-efficacy affects the interest in becoming a teacher (P-Value = 0.000), the teacher's perception of self-efficacy (P-Value = 0.000), self-efficacy affects the interest in becoming a teacher (P-Value =  The family environment affects the interest in becoming a self-efficacy mediated teacher (P-Value = 0.011).