Author:
Abstract
Maintaining classroom order is one of the skills and responsibilities teachers are required to develop. Likewise, teachers are expected to design a proper classroom environment where instructional goals are reached effectively. Self-efficacy is a concept frequently debated among scholars of educational realms, albeit exploration of teachers’ self-efficacy specifically in terms of classroom management is quite rare, especially for pre-service teachers. Hence, the present research was conducted to reveal pre-service teachers’ beliefs about their own capabilities in classroom management. The survey was carried out by utilizing “Classroom Management Self-efficacy Scale” with respect to quantitative research methodology, collecting data from senior (fourth grade) pre-service teachers enrolled in a primary education program during 2014-2015 academic year. Data analyses demonstrated participants’ high degree of self-efficacy beliefs in classroom management, implying the effectiveness of classroom management courses taught at the programs. The evidences further suggested higher self-efficacy levels in maintaining classroom order for female prospective teachers. The outcomes also revealed pre-service teachers with higher academic achievement tended to perceive themselves more efficacious in terms of classroom management. Pre-service teachers enrolled at departments of elementary school teaching and pre-school teaching were found to be more confident in their classroom management capabilities compared to those studying at science teaching. The results of the study lastly indicated a positive correlation between classroom management efficacies and outcome expectancies of the subjects.
Keywords
Abstract
Maintaining classroom order is one of the skills and responsibilities teachers are required to develop. Likewise, teachers are expected to design a proper classroom environment where instructional goals are reached effectively. Self-efficacy is a concept frequently debated among scholars of educational realms, albeit exploration of teachers’ self-efficacy specifically in terms of classroom management is quite rare, especially for pre-service teachers. Hence, the present research was conducted to reveal pre-service teachers’ beliefs about their own capabilities in classroom management. The survey was carried out by utilizing “Classroom Management Self-efficacy Scale” with respect to quantitative research methodology, collecting data from senior (fourth grade) pre-service teachers enrolled in a primary education program during 2014-2015 academic year. Data analyses demonstrated participants’ high degree of self-efficacy beliefs in classroom management, implying the effectiveness of classroom management courses taught at the programs. The evidences further suggested higher self-efficacy levels in maintaining classroom order for female prospective teachers. The outcomes also revealed pre-service teachers with higher academic achievement tended to perceive themselves more efficacious in terms of classroom management. Pre-service teachers enrolled at departments of elementary school teaching and pre-school teaching were found to be more confident in their classroom management capabilities compared to those studying at science teaching. The results of the study lastly indicated a positive correlation between classroom management efficacies and outcome expectancies of the subjects.