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Preservice science teacher's efficacy beliefs regarding science teaching and their classroom management beliefs

Savran, Ayşe
This study intended to explore preservice science teachers' science teaching efficacy beliefs and their classroom management beliefs. In addition, preservice science teachers' efficacy and classroom management beliefs were compared regarding gender, and grade level. Also, the intenelationships among their efficacy beliefs, classroom management beliefs, the number of university pedagogical courses completed and university cumulative point grade average (CGPA) were investigated. The present study was conducted at the end of the spring semester of 2001-2002 academic year with a total number of 584 (357 female and 227 male) third year and the fourth year preservice science teachers who enrolled at teacher education programs of eight different universities. Data were incollected utilizing two questionnaires: the Science Teaching Efficacy Belief Instrument (STEBI-B) and the Attitudes and Beliefs On Classroom Control (ABCC) Inventory. Data of the present study were analyzed utilizing descriptive and inferential statistics. Analysis of the self-efficacy survey indicated that preservice science teachers generally expressed positive efficacy beliefs regarding science teaching on both Self-Efficacy and Outcome Expectancy dimensions of the STEBI-B. Similarly, analyses of data on the classroom management inventory revealed that preservice teachers favored non- interventionist style on the People Management subscale, whereas they were found to be more interventionist on the Instructional Management subscale of the ABCC Inventory. Furthermore, it was found that preservice science teachers with a high sense of efficacy beliefs tended to favor a less interventionist orientation on the People Management subscale, while they were found to have more interventionist management style on the Instructional Management subscale of the ABCC Inventory.