The Influence Of The Perception Of The Teacher Profession And The Experience Of School Field Investigation (PLP) II On Interest In Become A Teacher Among Office Administration Education Students

Abstract

This study aims to determine the influence of perceptions of the teaching profession and school field experience (PLP) II on the interest in becoming a teacher among office administration education student of the 2022 cohort. This study uses a quatitative approach with an expost facto method. The study population consists of 64 students, and the entire population was selected as the sample using total sampling. Data collection utilized a questionnaire, while data analysis employed multiple linear regression analysis, partial hypothesis testing (t-test), simultaneous hypothesis testing (f-test), and the coefficient of determination test. The result of the multiple linear regression analysis yielded the equation Y=-45,526+1,077X1+ 0,629X2. The t-test result showed that the effect of teacher’s professional perception on the interest in becoming a teacher yielded a t-tab value < t-tcalc (1,999<4,689) with a significance level of 0,000<0,05. Additionally, the t-test result of the effect of school field experience (PLP) II on the interest in becoming a teacher yielded a value of t-tab < t-tcalc (1,999<2,528) with a significance level of 0,000<0,05. Simultaneously, the f-test results showed fcalc > ftab (35,695 > 3,15) with a significance level (sig) of 0,000 < 0,05. For the coefficient of determination test, the R-squared value was 0,539 or 53,9%, while the remaining 46,1% is explained by other variables outside the scope of this study. The results of the study indicate that perceptions of the teaching profession and school field experience (PLP) II have a positive and simultaneous effect on the interest in becoming a teacher among students in the office administration education program, class of 2022, FEB UNIMED.