通过以自我为中心作为温和型变量,学习微教学和家庭环境对会计教师兴趣的影响

Denandhia Arvina Karyantini, Rochmawati Rochmawati
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引用次数: 1

摘要

教师是决定教育成功与否的主要因素。实现这些目标需要专业的教师。成为一名专业教师的要求之一是接受本科教育。然而,并不是所有参加泗水州立大学会计学习课程的学生都有兴趣成为一名会计教师。这是因为成为一名教师的兴趣可以受到自己鼓励的影响,也可以受到来自外部因素的加强。本研究旨在分析微观教学成果对会计教师职业兴趣的影响、家庭环境对会计教师职业兴趣的影响、自我效能感对微观教学成果对会计教师职业兴趣的影响、自我效能感对家庭环境对会计教师职业兴趣的影响。事后定量研究的类型。本研究以泗水州立大学经济与商业学院会计教育专业的112名学生为研究对象。抽样方法为目的抽样。根据斯洛文公式确定的样本共计88名学生。数据收集采用李克特量表进行问卷调查,并对问卷的效度和信度进行了检验。采用路径分析的数据分析结果显示,微观教学成果对会计教师职业兴趣有正向显著影响,家庭环境对会计教师职业兴趣有正向显著影响,自我效能感对微观教学成果对会计教师职业兴趣没有调节作用。而无法缓和的家庭环境对成为会计教师的兴趣。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Pengaruh Hasil Belajar Micro Teaching dan Lingkungan Keluarga Terhadap Minat Menjadi Guru Akuntansi Melalui Efikasi Diri Sebagai Variabel Moderasi
Teacher is the main factor determain the  success of education. Professional teachers are needed to achieve these goals. One of the requirements to become a professional teacher is to take an undergraduate education program. However, not all students at State University of Surabaya who take the accounting study program have an interest in becoming an accounting teacher. This is because interest in becoming a teacher can be influenced by encouragement from oneself and strengthened by external factors that come from outside. This study aims to analyze the influence of micro teaching learning outcomes to the interest in becoming an accounting teacher, the influence of the family environment on the interest in becoming an accounting teacher, the effect of micro teaching learning outcomes through self-efficacy on the interest in becoming an accounting teacher, and the influence of the family environment through self-efficacy on the interest in becoming an accounting teacher. The type of ex-post-facto quantitative research. This study has a population 112 students of the Accounting Education, Faculty of Economics and Business, State University of Surabaya. The sampling method was purposive sampling. The sample was determind based on the Slovin formula amounted to 88 students. The data collection was carried out through a likert scale questionnaire which hasben tasted for validity and reability. The result of data analysis using  path analysis  showed there are micro teaching learning outcomes positively and significantly able to be influenced interest in becoming an accounting teacher,  family environtment able to be influenced interest in becoming an accounting teacher positively and significantly, self-efficacy unable moderate of micro teaching learning outcomes on the interest in becoming an accounting teacher, and unable moderate the family environment on the interest in becoming an accounting teacher.
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