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From Belief to Practice: Teacher Self-Efficacy in Teaching Phonics to Preschool Students

ELS Journal on Interdisciplinary Studies in Humanities · Vol. 8 No. 3 (2025) · pp. 978–984

DOI
10.34050/els-jish.v8i3.45825
ISSN
2621-0835, 2621-0843
Published
2025-09-29
Publisher
Hasanuddin University
Language
en
License
creativecommons.org/licenses/by-sa/4.0

Abstract

This study explores preschool teachers’ self-efficacy in teaching phonics to young learners in a bilingual early childhood setting in Makassar, Indonesia. Although phonics is a widely supported approach to early reading, its application across Indonesian preschools remains inconsistent, especially outside English-based programs. This research aims to examine how teachers perceive their self-efficacy in phonics instruction and understand how these beliefs influence classroom implementation. A descriptive qualitative method was employed, involving three preschool teachers. Data were collected through semi-structured interviews and classroom observations. The analysis was guided by Tschannen-Moran and Hoy’s (2001) framework covering instructional strategies, classroom management, and student engagement. Findings revealed that the participants demonstrated high or moderate-to-high self-efficacy in adapting phonics strategies, managing classroom behavior, and engaging students. Classroom observations largely confirmed alignment between teachers’ stated beliefs and their instructional practices. The study concludes that teacher self-efficacy significantly affects the quality and consistency of phonics instruction. It recommends that schools support teacher development through reflective practice, peer observation, and accessible teaching resources to improve early literacy outcomes.

Keywords

Collaboration network of the authors

25 authors · 39 co-authorship links

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • State University of Makassar
  • Universitas Halu Oleo
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Andi Elsa Fadhilah SaktiAffiliation unknown2
Yandres Answo Djedelbert LaoState University of Makassar1
Muhammad BasriState University of Makassar1
La RudiUniversitas Halu Oleo1
Muh. Ali MarhadiAffiliation unknown1
Fithria FithriaUniversitas Halu Oleo1
Ruwiah RuwiahAffiliation unknown1
Devi Savitri EffendyUniversitas Halu Oleo1
Sartiah YusranAffiliation unknown1
Warno WarnoAffiliation unknown1
Khoirul AnwarAffiliation unknown1
Nurmawti NurmawatiAffiliation unknown1
Haryanto AtmowardoyoAffiliation unknown1
Geminastiti SakkirAffiliation unknown1
Muhammad TahirAffiliation unknown1
Vina AsterinaAffiliation unknown1
Murni MahmudAffiliation unknown1
Sutyrajmi Sutyrajmi SAffiliation unknown1
Ade Surya AnugrahAffiliation unknown1
Syarifuddin DollahAffiliation unknown1
Joice SitokkonniAffiliation unknown1
Amirullah AmirullahAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unhas.ac.id/index.php/jish/oai, first harvested 3 Nov 2026, last seen 3 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">From Belief to Practice: Teacher Self-Efficacy in Teaching Phonics to Preschool Students</dc:title>
	<dc:creator xml:lang="en">Asrul, Ryan Andisky</dc:creator>
	<dc:creator xml:lang="en">Weda, Sukardi</dc:creator>
	<dc:creator xml:lang="en">Fitriyani, Fitriyani</dc:creator>
	<dc:subject xml:lang="en">teacher self-efficacy</dc:subject>
	<dc:subject xml:lang="en">phonics</dc:subject>
	<dc:subject xml:lang="en">preschool</dc:subject>
	<dc:subject xml:lang="en">early literacy</dc:subject>
	<dc:description xml:lang="en">This study explores preschool teachers’ self-efficacy in teaching phonics to young learners in a bilingual early childhood setting in Makassar, Indonesia. Although phonics is a widely supported approach to early reading, its application across Indonesian preschools remains inconsistent, especially outside English-based programs. This research aims to examine how teachers perceive their self-efficacy in phonics instruction and understand how these beliefs influence classroom implementation. A descriptive qualitative method was employed, involving three preschool teachers. Data were collected through semi-structured interviews and classroom observations. The analysis was guided by Tschannen-Moran and Hoy’s (2001) framework covering instructional strategies, classroom management, and student engagement. Findings revealed that the participants demonstrated high or moderate-to-high self-efficacy in adapting phonics strategies, managing classroom behavior, and engaging students. Classroom observations largely confirmed alignment between teachers’ stated beliefs and their instructional practices. The study concludes that teacher self-efficacy significantly affects the quality and consistency of phonics instruction. It recommends that schools support teacher development through reflective practice, peer observation, and accessible teaching resources to improve early literacy outcomes.</dc:description>
	<dc:publisher xml:lang="en">Hasanuddin University</dc:publisher>
	<dc:date>2025-09-29</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unhas.ac.id/index.php/jish/article/view/45825</dc:identifier>
	<dc:identifier>10.34050/els-jish.v8i3.45825</dc:identifier>
	<dc:source xml:lang="en">ELS Journal on Interdisciplinary Studies in Humanities; Vol. 8 No. 3 (2025): SEPTEMBER; 978-984</dc:source>
	<dc:source>2621-0835</dc:source>
	<dc:source>2621-0843</dc:source>
	<dc:source>10.34050/els-jish.v8i3</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/jish/article/view/45825/13423</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Ryan Andisky Asrul, Sukardi Weda, Fitriyani Fitriyani</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
</oai_dc:dc>