The Exploration of Self-Efficacy Beliefs among Generation Z Preservice Physics Teachers for Physics Learning Strategies

Abstract

This study aims to explore the self-efficacy beliefs of Generation Z preservice physics teachers by analyzing the relationship between self-efficacy dimensions and expectations of student learning outcomes. The research method used quantitative descriptive analysis involving 75 preservice physics teachers. Data were collected using the STEBI-B instrument and analyzed using mean split-based scatter plot quadrant analysis. The findings show that the average PSTE score (72.86) is consistently lower than the STOE score (75.25). Quadrant analysis reveals that the majority of respondents are in the low PSTE area, which indicates a strong phenomenon of teaching insecurity and uncertainty in facing complex professional tasks. Another finding was the high STOE scores of preservice physics teachers, indicating that they still have positive expectations of their students' potential. The conclusion of this study is that Gen Z prospective physics teachers experience an internal crisis of confidence despite having high external expectations. This study recommends physics learning strategies that combine autonomy, metacognitive training, and self-reflection before students are involved in complex social collaboration.