Self-perceived competence, self-concept, and significant others among student teachers.

Abstract

The study aimed to analyze the relationship between self-perceived competence, dimensions of self-concept, and the influence of significant others on the configuration of the self, employing a quantitative, non-experimental, cross-sectional design with a descriptive and correlational scope. The study utilized a convenience sample of 722 students undergoing initial teacher training in northwestern Mexico. The instruments used were the Self-Concept Form 5 Scale, the Teacher Self-Perceived Competence Assessment Scale, and the Scale of the Influence of Significant Others on the Configuration of the Self. The results show high levels of self-perceived teaching competence and confirm the relationship between self-concept and self-perceived teaching competence, as well as the distinct roles played by significant others.