Analisis Komparatif Efikasi Guru pada Sekolah Upper, Middle, dan Lower di SMA Swasta Kota Depok

Abstract

This study aims to analyze the self-efficacy of private high school teachers in Depok City based on nine indicators, as well as to compare the efficacy patterns across three school categories: upper, middle, and lower. The study employed a qualitative method using in-depth interviews with teachers from each school category. Data were analyzed through the processes of reduction, presentation, and conclusion drawing to comprehensively describe the characteristics of self-efficacy. The results show that all teachers across the three school categories possess positive self-efficacy, but with different patterns. Teachers in upper schools exhibit stronger self-efficacy, particularly in task challenge, innovation, and successful experience indicators, influenced by support from facilities and a high-performance culture. Teachers in middle schools build self-efficacy through collaboration, team support, and the collective reinforcement of their professional roles. Meanwhile, teachers in lower-level schools demonstrate self-efficacy that stems from intrinsic motivation, a willingness to learn independently, and a commitment to helping students despite limited resources. These findings affirm that the development of teachers' self-efficacy is influenced by the interaction between personal factors, professional experience, and the school context, so strategies to strengthen self-efficacy need to be tailored to the characteristics of each school category.