Pre-service Teachers' Classroom Management Beliefs
 
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.
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