Impact of Teacher’s Islamic Self-Efficacy on the Effectiveness Formal and Informal Learning: An Analysis of Work Ethic and Classroom Management at Al Falah Darmo Senior High School
English
DOI:
https://doi.org/10.34005/alrisalah.v17i1.5350Keywords:
Teacher, Islamic Self-Efficacy, Learning Effectiveness, Work Ethic, Classroom Management.Abstract
Educational effectiveness is often associated with technological integration, while the human aspect of education, particularly teacher Islamic self-efficacy, receives less attention. This study examines the influence of teacher self-efficacy on the effectiveness of formal and informal learning through work ethic and classroom management at IIBS SMA Al Falah Darmo Surabaya. Using a qualitative approach, data were collected through observations, interviews, and documentation, and analyzed descriptively. The findings indicate that teachers with strong Islamic self-efficacy demonstrate high work ethics, including discipline, effective time management, continuous professional development, and emotional regulation. Teacher self-efficacy also enhances classroom management through structured supervision and the integration of formal and informal learning. These practices positively affect student discipline, responsibility, and learning effectiveness. The study concludes that teacher Islamic self-efficacy is essential for achieving effective and sustainable learning outcomes alongside technological development
Keywords: Teacher, Islamic Self-Efficacy, Learning Effectiveness, Work Ethic, Classroom Management.
References
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Borgstede, Matthias, and Marcel Scholz. ‘Quantitative and Qualitative Approaches to Generalization and Replication–A Representationalist View’. Frontiers in Psychology 12 (February 2021): 605191. https://doi.org/10.3389/fpsyg.2021.605191.
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Khan, Nusrat, Fehmina Khalique, and Kartikay Saini. ‘Qualitative Research Methods: Harnessing Interviews, Focus Groups, Observations, and Document Analysis’. In Advances in Mechatronics and Mechanical Engineering, edited by Yeşim Kurt. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-7403-0.ch002.
Kılınç, Ali Çağatay, Mehmet Şükrü Bellibaş, and Fatih Bektaş. ‘Antecedents and Outcomes of Teacher Leadership: The Role of Teacher Trust, Teacher Self-Efficacy and Instructional Practice’. International Journal of Educational Management 35, no. 7 (2021): 1556–71. https://doi.org/10.1108/IJEM-04-2021-0148.
Lap, Trinh Quoc, Nguyen Thi Hong Lien, and Le Thanh Thao. ‘EFL Teachers’ Self-Efficacy and Classroom Management: Perceptions, Practices and Reflections on Professional Learning and Development’. European Journal of English Language Studies volume–2–2022, no. volume–2–issue–1–june–2022 (2022): 1–15. https://doi.org/10.12973/ejels.2.1.1.
Lepori, Benedetto, Victor M. H. Borden, and Hamish Coates. ‘Opportunities and Challenges for International Institutional Data Comparisons’. European Journal of Higher Education 12, no. sup1 (2022): 373–90. https://doi.org/10.1080/21568235.2022.2094817.
Lim, Weng Marc. ‘What Is Qualitative Research? An Overview and Guidelines’. Australasian Marketing Journal 33, no. 2 (2025): 199–229. https://doi.org/10.1177/14413582241264619.
Mamanazarov, Sardor, Maksuda Khajiyeva, Dilfuza Abdullaeva, et al. ‘Innovating Human Capital Development: The Role of Education, Law, and Economics Through Digital Transformation’. Qubahan Academic Journal 5, no. 3 (2025): 78–113. https://doi.org/10.48161/qaj.v5n3a1698.
Mashoedi, Mashoedi, Muhammad Munif, and Suhermanto Suhermanto. ‘Managing Character Education in Pluralistic Schools: A Model of Internalization of Interfaith Values’. Journal of Educational Management Research 4, no. 2 (2025): 792–803. https://doi.org/10.61987/jemr.v4i2.1059.
Masuwai, Azwani, Hafizhah Zulkifli, and Mohd Isa Hamzah. ‘Self-Assessment for Continuous Professional Development: The Perspective of Islamic Education’. Heliyon 10, no. 19 (2024): e38268. https://doi.org/10.1016/j.heliyon.2024.e38268.
Meilida Eka Sari, Dwi Noviana Komsi, Sri Yanti, and Hecksa Manora. ‘The Role of Family Education in Improving Religion and Moral Values in Early Childhood’. Journal of Childhood Development 3, no. 2 (2023): 89–97. https://doi.org/10.25217/jcd.v3i2.3871.
Morgan, Hani. ‘Conducting a Qualitative Document Analysis’. The Qualitative Report, ahead of print, 2022. https://doi.org/10.46743/2160-3715/2022.5044.
Mowat, Harriet. ‘Interviews and Observation’. In The Wiley Blackwell Companion to Theology and Qualitative Research, 1st edn, edited by Pete Ward and Knut Tveitereid. Wiley, 2022. https://doi.org/10.1002/9781119756927.ch37.
Mujtaba, Bahaudin G., and Chance Meyer. ‘Checklist for Professional Communication: A Path to a Healthy Personality, Reflective Mindfulness, and Self-Development Management’. Health Economics and Management Review 3, no. 3 (2022): 99–108. https://doi.org/10.21272/hem.2022.3-10.
Pan, Xiongfeng, Shucen Guo, Mengna Li, and Jinbo Song. ‘The Effect of Technology Infrastructure Investment on Technological Innovation ——A Study Based on Spatial Durbin Model’. Technovation 107 (September 2021): 102315. https://doi.org/10.1016/j.technovation.2021.102315.
Purniningtyas, Annisaa, Endang Fauziati, and Dewi Rochsantiningsih. ‘Enhancing Classroom Management Self-Efficacy through Teacher Professional Education Program: An Explorative Study’. Voices of English Language Education Society 8, no. 3 (2024). https://doi.org/10.29408/veles.v8i3.27532.
Putri, Dinda Febrianti, Abu Hasan Agus R, Febriyanti Ghayatul Qushwa, et al. ‘Behaviour Management in the Classroom: Improving the Quality of Education through Systematic Optimization of the Learning Environment’. FALASIFA : Jurnal Studi Keislaman 15, no. 1 (2024): 35–47. https://doi.org/10.62097/falasifa.v15i1.1787.
Rezaull Karim, Mohammad, Nuruddin Ahmed Masud, Mst. Taherun Nesa Subarna, Md. Masum Billah, and Prosper Wienaah. ‘Self-Efficacy: A Key Components of Teacher Effectiveness’. Asian Journal of Education and Social Studies, 23 December 2021, 24–34. https://doi.org/10.9734/ajess/2021/v25i130590.
Shu, Kunyao. ‘Teachers’ Commitment and Self-Efficacy as Predictors of Work Engagement and Well-Being’. Frontiers in Psychology 13 (April 2022): 850204. https://doi.org/10.3389/fpsyg.2022.850204.
Stumbrienė, Dovilė, Tatjana Jevsikova, and Vita Kontvainė. ‘Key Factors Influencing Teachers’ Motivation to Transfer Technology-Enabled Educational Innovation’. Education and Information Technologies 29, no. 2 (2024): 1697–731. https://doi.org/10.1007/s10639-023-11891-6.
Tao, Yang, Yu Meng, Zhenya Gao, and Xiangdong Yang. ‘Perceived Teacher Support, Student Engagement, and Academic Achievement: A Meta-Analysis’. Educational Psychology 42, no. 4 (2022): 401–20. https://doi.org/10.1080/01443410.2022.2033168.
Tuchman, Elie, and Jenny Isaacs. ‘The Influence of Formal and Informal Formative Pre‐service Experiences on Teacher Self‐efficacy’. Educational Psychology 31, no. 4 (2011): 413–33. https://doi.org/10.1080/01443410.2011.560656.
Vrazhnova, Marina Nikolaevna, Mark Socratovich Anastasov, and Galina Yurievna Nikiporets-Takigawa. ‘Impact of Professional Self-Improvement on the Effectiveness of Teachers in Distance Education’. Revista Tempos e Espaços Em Educação 14, no. 33 (2021): e16159. https://doi.org/10.20952/revtee.v14i33.16159.
Wang, Hui, Irena Burić, Mei-Lin Chang, and James J. Gross. ‘Teachers’ Emotion Regulation and Related Environmental, Personal, Instructional, and Well-Being Factors: A Meta-Analysis’. Social Psychology of Education 26, no. 6 (2023): 1651–96. https://doi.org/10.1007/s11218-023-09810-1.
Woodcock, Stuart, Umesh Sharma, Pearl Subban, and Elizabeth Hitches. ‘Teacher Self-Efficacy and Inclusive Education Practices: Rethinking Teachers’ Engagement with Inclusive Practices’. Teaching and Teacher Education 117 (September 2022): 103802. https://doi.org/10.1016/j.tate.2022.103802.
Alam, Ashraf, and Atasi Mohanty. ‘Educational Technology: Exploring the Convergence of Technology and Pedagogy through Mobility, Interactivity, AI, and Learning Tools’. Cogent Engineering 10, no. 2 (2023): 2283282. https://doi.org/10.1080/23311916.2023.2283282.
Alasmari, Nada Jaber, and Abeer Sultan Ahmed Althaqafi. ‘Teachers’ Practices of Proactive and Reactive Classroom Management Strategies and the Relationship to Their Self-Efficacy’. Language Teaching Research 28, no. 6 (2024): 2158–89. https://doi.org/10.1177/13621688211046351.
Altenburger and Wellenreiter. ‘Where to Hang Out: Interplay between School Building Characteristics, Authority Structures, and School Micro-Climates’. Children, Youth and Environments 31, no. 2 (2021): 1. https://doi.org/10.7721/chilyoutenvi.31.2.0001.
Bargmann, Carina, and Simone Kauffeld. ‘The Interplay of Time Management and Academic Self-Efficacy and Their Influence on Pre-Service Teachers’ Commitment in the First Year in Higher Education’. Higher Education 86, no. 6 (2023): 1507–25. https://doi.org/10.1007/s10734-022-00983-w.
Barton, Emily A., and Sara Dexter. ‘Sources of Teachers’ Self-Efficacy for Technology Integration from Formal, Informal, and Independent Professional Learning’. Educational Technology Research and Development 68, no. 1 (2020): 89–108. https://doi.org/10.1007/s11423-019-09671-6.
Borgstede, Matthias, and Marcel Scholz. ‘Quantitative and Qualitative Approaches to Generalization and Replication–A Representationalist View’. Frontiers in Psychology 12 (February 2021): 605191. https://doi.org/10.3389/fpsyg.2021.605191.
Bourne, Melissa J., Suzanne C. Smeltzer, and Michelle M. Kelly. ‘Clinical Teacher Self-Efficacy: A Concept Analysis’. Nurse Education in Practice 52 (March 2021): 103029. https://doi.org/10.1016/j.nepr.2021.103029.
Choong, Yuen-Onn, and Lee-Peng Ng. ‘Shaping Teachers’ Organizational Citizenship Behavior through Self-Efficacy and Trust in Colleagues: Moderating Role of Collective Efficacy’. BMC Psychology 12, no. 1 (2024): 532. https://doi.org/10.1186/s40359-024-02050-8.
Comstock, Meghan, Erica Litke, Kirsten Lee Hill, and Laura M. Desimone. ‘A Culturally Responsive Disposition: How Professional Learning and Teachers’ Beliefs About and Self-Efficacy for Culturally Responsive Teaching Relate to Instruction’. AERA Open 9 (January 2023): 23328584221140092. https://doi.org/10.1177/23328584221140092.
Diyal, Suresh Bahadur, and Romkant Pandey. ‘Components of a Research Proposal for the Field of Information and Communication Technology Education’. Innovative Research Journal 3, no. 2 (2024): 1–21. https://doi.org/10.3126/irj.v3i2.79471.
Duan, Siyu, Kerry Bissaker, and Zhan Xu. ‘Correlates of Teachers’ Classroom Management Self-Efficacy: A Systematic Review and Meta-Analysis’. Educational Psychology Review 36, no. 2 (2024): 43. https://doi.org/10.1007/s10648-024-09881-2.
Fuentes-Vilugrón, Gerardo, Eduardo Sandoval-Obando, Felipe Caamaño-Navarrete, et al. ‘Difficulties among Teachers’ Emotional Regulation: Analysis for the Development of Student Well-Being in Chilean Schools’. Behavioral Sciences 14, no. 9 (2024): 749. https://doi.org/10.3390/bs14090749.
Gordon, Danielle, Christopher Blundell, Reece Mills, and Terri Bourke. ‘Teacher Self-Efficacy and Reform: A Systematic Literature Review’. The Australian Educational Researcher 50, no. 3 (2023): 801–21. https://doi.org/10.1007/s13384-022-00526-3.
Hascher, Tina, Susan Beltman, and Caroline Mansfield. ‘Teacher Wellbeing and Resilience: Towards an Integrative Model’. Educational Research 63, no. 4 (2021): 416–39. https://doi.org/10.1080/00131881.2021.1980416.
Hatch, J. Amos. Doing Qualitative Research in Education Settings. Second edition. State University of New York Press, 2023.
He, Tao, and Shihua Li. ‘A Comparative Study of Digital Informal Learning: The Effects of Digital Competence and Technology Expectancy’. British Journal of Educational Technology 50, no. 4 (2019): 1744–58. https://doi.org/10.1111/bjet.12778.
Herzig Johnson, Stephanie. ‘The Role of Teacher Self-Efficacy in the Implementation of Inclusive Practices’. Journal of School Leadership 33, no. 5 (2023): 516–34. https://doi.org/10.1177/10526846231174147.
Huang, Xianhan, Chun Lai, Chan Wang, and Guonian Xu. ‘The Relationship between Informal Teacher Learning and Self-Efficacy among Public School Teachers and Private School Teachers in China’. Journal of Education for Teaching 49, no. 4 (2023): 597–615. https://doi.org/10.1080/02607476.2022.2150533.
Jiang, Shan, Lu Guo, and Sara Tomek. ‘Profiles of Teacher-Student Relationships and Classroom Management Practices: How They Relate to Self-Efficacy, Work Stress, and Classroom Climate’. International Journal of Educational Methodology volume–10–2024, no. volume–10–issue–2–may–2024 (2024): 241–59. https://doi.org/10.12973/ijem.10.1.1041.
Karousiou, Christiana, Christina Hajisoteriou, and Panayiotis Angelides. ‘Teachers’ Emotions in Super-Diverse School Settings’. Pedagogy, Culture & Society 29, no. 1 (2021): 61–77. https://doi.org/10.1080/14681366.2019.1685568.
Keppens, Karolien, Els Consuegra, Sven De Maeyer, and Ruben Vanderlinde. ‘Teacher Beliefs, Self-Efficacy and Professional Vision: Disentangling Their Relationship in the Context of Inclusive Teaching’. Journal of Curriculum Studies 53, no. 3 (2021): 314–32. https://doi.org/10.1080/00220272.2021.1881167.
Khan, Nusrat, Fehmina Khalique, and Kartikay Saini. ‘Qualitative Research Methods: Harnessing Interviews, Focus Groups, Observations, and Document Analysis’. In Advances in Mechatronics and Mechanical Engineering, edited by Yeşim Kurt. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-7403-0.ch002.
Kılınç, Ali Çağatay, Mehmet Şükrü Bellibaş, and Fatih Bektaş. ‘Antecedents and Outcomes of Teacher Leadership: The Role of Teacher Trust, Teacher Self-Efficacy and Instructional Practice’. International Journal of Educational Management 35, no. 7 (2021): 1556–71. https://doi.org/10.1108/IJEM-04-2021-0148.
Lap, Trinh Quoc, Nguyen Thi Hong Lien, and Le Thanh Thao. ‘EFL Teachers’ Self-Efficacy and Classroom Management: Perceptions, Practices and Reflections on Professional Learning and Development’. European Journal of English Language Studies volume–2–2022, no. volume–2–issue–1–june–2022 (2022): 1–15. https://doi.org/10.12973/ejels.2.1.1.
Lepori, Benedetto, Victor M. H. Borden, and Hamish Coates. ‘Opportunities and Challenges for International Institutional Data Comparisons’. European Journal of Higher Education 12, no. sup1 (2022): 373–90. https://doi.org/10.1080/21568235.2022.2094817.
Lim, Weng Marc. ‘What Is Qualitative Research? An Overview and Guidelines’. Australasian Marketing Journal 33, no. 2 (2025): 199–229. https://doi.org/10.1177/14413582241264619.
Mamanazarov, Sardor, Maksuda Khajiyeva, Dilfuza Abdullaeva, et al. ‘Innovating Human Capital Development: The Role of Education, Law, and Economics Through Digital Transformation’. Qubahan Academic Journal 5, no. 3 (2025): 78–113. https://doi.org/10.48161/qaj.v5n3a1698.
Mashoedi, Mashoedi, Muhammad Munif, and Suhermanto Suhermanto. ‘Managing Character Education in Pluralistic Schools: A Model of Internalization of Interfaith Values’. Journal of Educational Management Research 4, no. 2 (2025): 792–803. https://doi.org/10.61987/jemr.v4i2.1059.
Masuwai, Azwani, Hafizhah Zulkifli, and Mohd Isa Hamzah. ‘Self-Assessment for Continuous Professional Development: The Perspective of Islamic Education’. Heliyon 10, no. 19 (2024): e38268. https://doi.org/10.1016/j.heliyon.2024.e38268.
Meilida Eka Sari, Dwi Noviana Komsi, Sri Yanti, and Hecksa Manora. ‘The Role of Family Education in Improving Religion and Moral Values in Early Childhood’. Journal of Childhood Development 3, no. 2 (2023): 89–97. https://doi.org/10.25217/jcd.v3i2.3871.
Morgan, Hani. ‘Conducting a Qualitative Document Analysis’. The Qualitative Report, ahead of print, 2022. https://doi.org/10.46743/2160-3715/2022.5044.
Mowat, Harriet. ‘Interviews and Observation’. In The Wiley Blackwell Companion to Theology and Qualitative Research, 1st edn, edited by Pete Ward and Knut Tveitereid. Wiley, 2022. https://doi.org/10.1002/9781119756927.ch37.
Mujtaba, Bahaudin G., and Chance Meyer. ‘Checklist for Professional Communication: A Path to a Healthy Personality, Reflective Mindfulness, and Self-Development Management’. Health Economics and Management Review 3, no. 3 (2022): 99–108. https://doi.org/10.21272/hem.2022.3-10.
Pan, Xiongfeng, Shucen Guo, Mengna Li, and Jinbo Song. ‘The Effect of Technology Infrastructure Investment on Technological Innovation ——A Study Based on Spatial Durbin Model’. Technovation 107 (September 2021): 102315. https://doi.org/10.1016/j.technovation.2021.102315.
Purniningtyas, Annisaa, Endang Fauziati, and Dewi Rochsantiningsih. ‘Enhancing Classroom Management Self-Efficacy through Teacher Professional Education Program: An Explorative Study’. Voices of English Language Education Society 8, no. 3 (2024). https://doi.org/10.29408/veles.v8i3.27532.
Putri, Dinda Febrianti, Abu Hasan Agus R, Febriyanti Ghayatul Qushwa, et al. ‘Behaviour Management in the Classroom: Improving the Quality of Education through Systematic Optimization of the Learning Environment’. FALASIFA : Jurnal Studi Keislaman 15, no. 1 (2024): 35–47. https://doi.org/10.62097/falasifa.v15i1.1787.
Rezaull Karim, Mohammad, Nuruddin Ahmed Masud, Mst. Taherun Nesa Subarna, Md. Masum Billah, and Prosper Wienaah. ‘Self-Efficacy: A Key Components of Teacher Effectiveness’. Asian Journal of Education and Social Studies, 23 December 2021, 24–34. https://doi.org/10.9734/ajess/2021/v25i130590.
Shu, Kunyao. ‘Teachers’ Commitment and Self-Efficacy as Predictors of Work Engagement and Well-Being’. Frontiers in Psychology 13 (April 2022): 850204. https://doi.org/10.3389/fpsyg.2022.850204.
Stumbrienė, Dovilė, Tatjana Jevsikova, and Vita Kontvainė. ‘Key Factors Influencing Teachers’ Motivation to Transfer Technology-Enabled Educational Innovation’. Education and Information Technologies 29, no. 2 (2024): 1697–731. https://doi.org/10.1007/s10639-023-11891-6.
Tao, Yang, Yu Meng, Zhenya Gao, and Xiangdong Yang. ‘Perceived Teacher Support, Student Engagement, and Academic Achievement: A Meta-Analysis’. Educational Psychology 42, no. 4 (2022): 401–20. https://doi.org/10.1080/01443410.2022.2033168.
Tuchman, Elie, and Jenny Isaacs. ‘The Influence of Formal and Informal Formative Pre‐service Experiences on Teacher Self‐efficacy’. Educational Psychology 31, no. 4 (2011): 413–33. https://doi.org/10.1080/01443410.2011.560656.
Vrazhnova, Marina Nikolaevna, Mark Socratovich Anastasov, and Galina Yurievna Nikiporets-Takigawa. ‘Impact of Professional Self-Improvement on the Effectiveness of Teachers in Distance Education’. Revista Tempos e Espaços Em Educação 14, no. 33 (2021): e16159. https://doi.org/10.20952/revtee.v14i33.16159.
Wang, Hui, Irena Burić, Mei-Lin Chang, and James J. Gross. ‘Teachers’ Emotion Regulation and Related Environmental, Personal, Instructional, and Well-Being Factors: A Meta-Analysis’. Social Psychology of Education 26, no. 6 (2023): 1651–96. https://doi.org/10.1007/s11218-023-09810-1.
Woodcock, Stuart, Umesh Sharma, Pearl Subban, and Elizabeth Hitches. ‘Teacher Self-Efficacy and Inclusive Education Practices: Rethinking Teachers’ Engagement with Inclusive Practices’. Teaching and Teacher Education 117 (September 2022): 103802. https://doi.org/10.1016/j.tate.2022.103802.
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2025-12-26
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