TEACHER CANDIDATES’ SELF-EFFICACY BELIEFS REALTED TO CLASSROOM MANAGEMENT
The aim of this study is to determine the self-efficacy beliefs of teacher candidates about classroom management. This is a descriptive study designed as a general screening model. The study population consists of 4th grade classroom teacher candidates’ attending Afyon Kocatepe University, Education...
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| Autores principales: | , , |
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2019
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/73591ff5548a451e94901f24f41616a5 |
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| Sumario: | The aim of this study is to determine the self-efficacy beliefs of teacher candidates about classroom management. This is a descriptive study designed as a general screening model. The study population consists of 4th grade classroom teacher candidates’ attending Afyon Kocatepe University, Education Faculty during the 2014-2015 academic year. One of the purposive sampling methods, criterion sampling, was applied in the study. The study sample included 430 teacher candidates in total, 89 of whom were from the Preschool Education Department, 119 of whom were from the Classroom Teaching Department, 97 of whom were from the Social Sciences Education Department, 86 of whom were from the Turkish Education Department and 39 of whom were from the Computer and Educational Technologies Department. As data collection instruments of the study, a general information form which covers demographic features and the Teacher Candidates’ Self-Efficacy Beliefs about Classroom Management Inventory, which is a 5-point Likert scale consisting of 15 items developed by Çetin (2013) were used in the study. The data was analyzed using SPSS and specific analysis methods were applied to the data such as frequency, percentage, arithmetic mean, standard deviation, Mann-Whitney U Test and Kruskal Wallis Test. According to the study results, teacher candidates had a high level of self-efficacy beliefs related to classroom management; there was no statistically meaningful difference between self-efficacy beliefs and gender; and there was a significant difference between self-efficacy beliefs and department within the outcome expectation. |
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