Predicting Success in Pre-Service Physical Education Teachers Practicum Performance

Abstract

The practicum experience is a critical component of teacher education, particularly for pre-service Physical Education (PE) teachers in Malaysia, where it bridges the gap between theoretical knowledge and practical application. This study aimed to identify the most significant predictors of practicum performance, focusing on instructional support, peer collaboration, self-efficacy, and classroom management. Utilizing a quantitative, non-experimental design, data were collected from 480 pre-service PE teachers through a structured questionnaire. The data were analysed using discriminant analysis and multiple regression techniques in SPSS. The analysis revealed that peer collaboration (r = 2.3777, p < 0.001) was the most significant predictor of practicum performance, followed by self-efficacy (r = 0.7394, p = 0.031). Instructional support also showed a positive relationship (r = 0.1260, p = 0.023), though its impact was less pronounced. Interestingly, classroom management presented a negative coefficient (r = -0.5078, p = 0.002), suggesting a complex relationship with practicum outcomes. The findings indicate that enhancing peer collaboration and self-efficacy should be prioritized in teacher education programs, while classroom management training needs to be more integrative. This research contributes to improving the practicum experience, ultimately leading to better-prepared PE teachers and enhanced educational outcomes in Malaysia.