Factors Affecting Teaching Behaviors of Islamic Studies Pre-Service Teachers in Three Southern Border Provinces

Abstract

This research aimed to investigate the level of teaching behaviors and factors affecting teaching behaviors of the Islamic studies pre-service teachers. The samples were 135 Islamic studies pre-service teachers selected from the three universities by the simple random sampling technique. The data were collected via questionnaires and analyzed to means statistic, standard deviation, and multiple linear regression. The study found that the Islamic studies pre-service teachers perceived the emotional and social behaviors as the highest behaviors followed by instructional behaviors and learning management behaviors, respectively. The Islamic studies pre-service teachers also perceived that the factors affecting their teaching behaviors were 1) curriculum of the studying program, 2) teaching training and seminars, 3) colleagues, 4) relations between teachers and students, and 5) climates and the environment in the school respectively. The significant variables that could predict at the .05 level namely, 1) teachers’ learning experiences factor 2) students’ factor 3) relations between teacher and students’ factor 4) teacher mentors’ factor and 5) supervisors’ factor. All variables were able to predict 74.2% of teaching behavior (r-square = .742) with statistical significance at the level of .05 (F = 24.689, p-value = .000).