The Correlation of Social Support and Self-Efficacy on Early Childhood Inclusive Teachers’ Performances

Abstract

This study aimed at finding out the correlation of social support and self-efficacy on performance among early childhood inclusive education teachers in Bali. Teachers as educators have an important role in implementing inclusion classes, especially in early childhood education (PAUD). The proffer of inclusive program implementation is closely related to teacher’s performance. As an educator, teacher’s belief of their ability to manage class and perception of social support become an important factor. This study focused on teacher’s performance, self-efficacy, and social support. This study used quantitative approach and there were 170 teachers participated on the survey. The result showed that there was a significant correlation (α < .05) between social support and self-efficacy toward teacher’s performance. Social support correlated to teacher’s performance with the correlation value is -.181 and self-efficacy correlated to teacher’s performance with correlation value of .196. Social support has a negative effect on the teacher’s performance, so it’s mean that if social support increase, then teacher’s performance would decrease. The vector was different for selfefficacy, which is in a positive value. So, when self-efficacy increased then teacher’s performance would increase too. This research concluded that social support and self-efficacy have a correlation on PAUD teacher’s performance. Furthermore, in an effort to achieve optimal performances among inclusive PAUD teachers in Bali, the aspect of selfefficacy is needed to involve in the personal development program.