Bayu Herlambang Sartono, 7101416085 (2020) Pengaruh Lingkungan Keluarga, Self Efficacy,dan Persepsi Profesi Guru terhadap Kesiapan Menjadi Guru melalui Minat Menjadi Guru sebagai Variabel Intervening (Studi pada Mahasiswa Pendidikan Ekonomi Fakultas Ekonomi Universitas Negeri Semarang Angkatan 2016). Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

Readiness to be a teacher is a willingness and ability that is sufficient both physically and mentally a person in carrying out the main duties as a teacher. But the results of the Teacher Competency Exams 2019 are still many teachers whose grades are below average. That is certainly many factors that influence it. The purpose of this study was to analyze the influence of the family environment, self efficacy and perceptions of the teaching profession on readiness to become a teacher through interest in becoming a teacher as an intervening variable. The population of this research were 316 students of Economic Education FE UNNES 2016 which consisted of three study programs namely Accounting Education, Cooperative Education and Office Administration Education. The sampling technique uses proportional random sampling technique with Slovin formula. Data collection techniques using a questionnaire. Data analysis techniques used descriptive statistical analysis, path analysis and sobel tests. A sample is 177 students. The results showed the family environment did not influence the readiness to become a teacher, while self efficacy , perceptions of the teaching profession and interest in becoming a teacher had a positive and significant effect on readiness to become a teacher. The family environment and self efficacy have a positive and significant effect on the interest in becoming a teacher, while the perception of the teaching profession does not affect the interest in becoming a teacher. The family environment and self efficacy have a positive and significant effect on readiness to become a teacher through interest in becoming a teacher, while the perception of the teaching profession does not affect the readiness to become a teacher through the interest in becoming a teacher. The suggestion that can be given is students must be more serious and improve their abilities and knowledge and skills to become a teacher such as attending educational seminars or being active in lectures so that later they can be prepared to become professional teachers.

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