edscienceОбразование и наукаThe Education and science journal1994-56392310-5828RSVPU10.17853/1994-5639-2026-3-87-115edscience-4927Research ArticleПРОФЕССИОНАЛЬНОЕ ОБРАЗОВАНИЕVOCATIONAL EDUCATIONЦелеустремленность, компетентность и экономическая эффективность: готовность будущих учителей экономики в ИндонезииCommitment, competence, and economic efficiency: the readiness of prospective economics teachers in Indonesiahttps://orcid.org/0000-0002-7594-0924ПракосоА. Ф.PrakosoA. F.

Пракосо Альбриан Фики – преподаватель кафедры экономического образования

Сурабая

Albrian Fiky Prakoso – Lecturer, Department of Economics Education

Surabaya

albrianprakoso@unesa.ac.idhttps://orcid.org/0000-0003-4497-5961ВахьоноХ.WahyonoH.

Вахьоно Хари – преподаватель факультета экономического образования

Маланг

Hari Wahyono – Lecturer, Department of Economics Education

Malang

hari.wahyono.fe@um.ac.idhttps://orcid.org/0000-0001-8464-2825Насих.Nasikh.

Насих – преподаватель факультета экономического образования

Маланг

Nasikh – Lecturer, Department of Economics Education

Malang

nasikh.fe@um.ac.idhttps://orcid.org/0000-0002-3871-475XХарьоноА.HaryonoA.

Харьоно Агунг – преподаватель факультета экономического образования

Маланг

Agung Haryono – Lecturer, Department of Economics Education

Malang

agung.haryono.fe@um.ac.idhttps://orcid.org/0009-0000-3804-0399ГинанджарА. Э.GinanjarA. E.

Гинанджар Ардхита Эко – студент факультета экономического образования

Сурабая

Ardhita Eko Ginanjar – Student, Department of Economics Education

Surabaya

ardhitaeko.22029@mhs.unesa.ac.idГосударственный университет СурабаяUniversitas Negeri SurabayaГосударственный университет МалангаUniversitas Negeri Malang20260303202628387115Copyright © Пракосо А.Ф., Вахьоно Х., Насих .., Харьоно А., Гинанджар А.Э., 20262026Пракосо А.Ф., Вахьоно Х., Насих .., Харьоно А., Гинанджар А.Э.Prakoso A.F., Wahyono H., Nasikh .., Haryono A., Ginanjar A.E.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.edscience.ru/jour/article/view/4927

Введение. Высокий процент выпускников программ педагогического образования по направлению подготовки преподавателей экономики, выбирающих карьеру вне сферы преподавания в Индонезии, обусловливает актуальность исследования ключевых детерминант, влияющих на формирование профессиональной готовности будущих педагогов-экономистов к профессиональной деятельности. Целью исследования выступает анализ факторов, детерминирующих готовность студентов – будущих преподавателей экономики к профессиональной деятельности. Методология, методы и методики. Исследование основано на количественной методологии. Сбор эмпирических данных проведен методом анкетного опроса на основе случайной выборки, репрезентирующей студентов программ экономического образования в шести педагогических университетах Индонезии в 2024/2025 учебном году (n = 390). Обработка данных осуществлена с помощью программного обеспечения SmartPLS 3.0 с использованием структурных уравнений (SEM-PLS). Результаты. Профессиональную и педагогическую компетентности будущих педагогов наиболее значимо детерминируют мотивация к педагогической деятельности и факторы экономического характера. Установлено, что педагогическая компетентность оказывает статистически значимое прямое влияние на готовность к профессиональной деятельности, в то время как влияние профессиональной (предметно-экономической) компетентности не является таковым. Научная новизна. Работа вносит вклад в теорию экономического образования, эмпирически верифицируя структурные взаимосвязи между мотивационными факторами, компонентами компетентности и готовностью к профессиональной деятельности в контексте подготовки преподавателей экономики. Практическая значимость. Результаты будут полезны для разработки практических рекомендаций при проектировании учебных программ, нацеленных на усиление педагогического компонента подготовки преподавателей экономики и увеличение доли практического преподавания в период обучения.

Introduction. The high proportion of graduates from teacher education programmes specialising in economics who choose careers outside the teaching profession in Indonesia highlights the importance of studying the key factors influencing the development of professional readiness among future economics teachers for their professional roles. Aim. The aim of this study is to analyse the factors that determine the readiness of students – future economics teachers – for professional activities. Methodology and research methods. The study employs a quantitative methodology. Empirical data were collected via a questionnaire survey based on a random sample of students enrolled in economic education programmes at six pedagogical universities in Indonesia during the 2024/2025 academic year (n = 390). Data processing was conducted using SmartPLS 3.0 software, employing structural equation modelling (SEMPLS). Results. The professional and pedagogical competence of future teachers is primarily determined by their motivation for pedagogical activity and economic factors. It has been established that pedagogical competence has a statistically significant direct impact on readiness for professional activities, whereas the influence of professional (subject-economic) competence is not as pronounced. Scientific novelty. The research contributes to the theory of economic education by empirically verifying the structural relationships among motivational factors, competency components, and professional readiness within the context of economics teacher training. Practical significance. The research results will be valuable for developing practical recommendations in the design of curricula aimed at enhancing the pedagogical component of teacher training in economics and increasing the proportion of practical teaching during the course of study.

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The authors declare that there are no conflicts of interest present.