Career Self-Efficacy as a Predictor of Career Exploration Among Pre-Service Teachers

Career self-efficacy plays a critical role in shaping individuals’ career-related attitudes, decisions, and behaviors, particularly among pre-service teachers who are preparing for future professional roles. This study examined the predictive role of career self-efficacy on career exploration among pre-service teachers from two satellite campuses of a state university in Northern Mindanao, Philippines. Specifically, the study determined the levels of career self-efficacy and career exploration, identified differences between campuses, examined the relationship between the variables, and assessed the predictive influence of career self-efficacy on career exploration. The study is anchored on Social Cognitive Career Theory (Lent et al., 1994), which posits that self-efficacy beliefs influence career-related behaviors such as exploration, planning, and decision-making. Data were collected through standardized questionnaires and analyzed using descriptive statistics, t-tests, correlation, and regression analysis. Findings revealed that pre-service teachers demonstrated high levels of career self-efficacy and moderate levels of career exploration. No significant differences were found between Campus A and Campus B in terms of career self-efficacy and career exploration. However, a significant positive relationship was observed between career self-efficacy and career exploration (r = .679, p < .001), indicating that higher levels of confidence in career-related tasks were associated with greater engagement in career exploration activities. Furthermore, career self-efficacy significantly predicted career exploration, explaining 46.1% of the variance in the dependent variable (R² = .461). The findings suggest that strengthening career self-efficacy may enhance students’ engagement in career exploration and career planning activities. Teacher education institutions may therefore develop interventions and career guidance programs that foster self-efficacy to better prepare future educators for professional decision-making and career development.