The Effect of Training Methods and Self-efficacy Toward Technological Pedagogical Competence and Content Knowledge (TPACK) of Early Childhood Education Teachers

Abstract

This study aims to know the effect of the training method and self-efficacy toward TPACK competence of early childhood education teachers. The sampling technique used the stratified multistage cluster random sampling. The experimental study used treatment design by level 2x2. The results showed that there is an effect of competence on the training method and self-efficacy toward TPACK of early childhood education teachers. The average score of teachers’ TPACK competence with the coaching training method is higher than the mentoring method (32.82>31.87), the average score of teachers’ TPACK competence with high self-efficacy used coaching training method is higher than the mentoring method (40.58>33.47), the average score of teachers’ TPACK competence with low selfefficacy used mentoring training methods is higher than the coaching method (30.26>25.05). It can be concluded that the training method improves the TPACK competence of early childhood education teachers by taking into account the level of the teachers’ self-efficacy.