The Correlation between pre-service teachers' selfefficacy and teachers' ability

Efficacy is one of the important elements for teachers when teaching in the classroom. The program of Self-Efficacy for teachers can bring benefits to the learning process. Pre-service teachers learn effective teaching techniques and encounter the difficulties of teaching during a microteaching experience. This paper aims to gauge pre-service teachers' self-confidence in their English language proficiency and to ascertain the relationship between self-efficacy and teaching ability. This research utilizes a quantitative correlational research design. Pre-service teachers are the subject of this study and utilize a questionnaire as the instrument. The finding shows that the high-level performance dominates the overall teaching skills. In addition, the study shows that the Pre-service teachers who have high self-efficacy are capable of regulating the classroom better than those who have moderate to low self-efficacy. The correlation coefficient of 0.594 indicates a moderate to strong positive correlation between teachers’ self-efficacy and teachers’ ability. This means that the correlation between teachers’ selfefficacy and teachers’ ability is statistically significant at the 0.01 level (2-tailed).