Self-efficacy levels of pre-service teachers and its predictors

Download
index.pdf
2009
Er, Ece
Show full item record
180
views
514
downloads
The present study aimed to investigate the self-efficacy levels of prospective teachers and to examine whether attitude towards teaching, competency in subject matter, mentor teacher - student teacher relationship and being a graduate of Anatolian Teacher High School (ATHS) predicted prospective teachers’ self-efficacy for teaching regarding classroom management, student engagement and instructional strategies. Participants of the study were 179 fourth year prospective teachers of English studying at the Foreign Language Education Departments of Gazi University, Middle East Technical University and Hacettepe University. Data was collected through (1) Teachers’ Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001), (2) Relationship with Your Mentor Scale (Capa & Loadman, 2004), (3) Scale for Students’ Attitudes Towards the Teaching Profession (Semerci, 1999). Data analysis was conducted using the statistical software SPSS 15.0. Results of the study revealed that the prospective teachers of English feel quite positive about teaching when their self-efficacy composite scores were considered. In relation to the self efficacy levels of prospective teachers regarding classroom management, student engagement and instructional strategies, the results of this study showed that pre-service teachers of English believe that they are more efficacious in applying instructional strategies than they are in engaging students and they are found to be the least efficacious in managing the classroom. According to the results attained through hierarchical regression analyses, attitude towards teaching variable significantly predicted self-efficacy composite scores, efficacy scores for student engagement, classroom management and instructional strategies. Self-efficacy composite scores and efficacy for instructional strategies were significantly predicted by the competency in subject matter variable. Mentor teacher-student teacher relationship variable predicted only the efficacy for student engagement scores and finally the findings indicated that being a graduate of ATHSs was a significant predictor for neither efficacy belief composite scores nor the subscales. Findings were discussed in the light of the literature and implications of the findings and recommendations for practice and further research have been presented.
Education., Teaching efficacy.
http://etd.lib.metu.edu.tr/upload/2/12611275/index.pdf
https://hdl.handle.net/11511/19204
Graduate School of Social Sciences, Thesis

Suggestions

Self-efficacy levels of prep-school instructors and its predicyors
Solar Şekerci, Ayşegül; Ok, Ahmet; Department of Educational Sciences (2011)
The present study aimed to investigate teaching self efficacy beliefs of instructors working at university prep-schools and to examine whether years of teaching experience, English competency, self reported proficiency and graduate department predicted instructors’ self efficacy beliefs and their efficacy beliefs in student engagement, instructional strategies and classroom management. Two-hundred-fifty-seven prep-school instructors from universities in Ankara participated in the study. The data were collec...
Beginning early childhood education teachers' classroom management concerns
Temiz, Zeynep; Haser, Çiğdem (2016-01-01)
This paper reports an analysis of the classroom management concerns of pre-service early childhood education (ECE) teachers prior to beginning their career and further examines the difficulties they experienced in classroom management in their first year of teaching and their coping strategies. Sixteen pre-service ECE teachers enrolled in the same teacher education programme were interviewed immediately before graduation, and were again interviewed at the end of the first and second semesters after they sta...
Experienced Physical Education Teachers' Use and Perceptions of Teaching Styles during the Educational Reform Period
İnce, Mustafa Levent (2010-07-01)
In this study, experienced physical education teachers' use of teaching styles and their value perceptions of teaching styles by sex, teaching level and possession of a graduate degree were examined. In addition, effect of teachers' use of teaching styles on their related value perceptions was studied. Participants were 246 experienced physical education teachers with a mean age of 36.7 (SD=4.9) and an average teaching years of 12.7 (SD=4.6). According to the findings, mostly used and mostly valued styles w...
Relationships between Foreign Language Teachers' Cognitions and Actions: Evidence from Instructors at Tertiary-level
Öztürk, Mustafa; Yıldırım, Ali (2019-01-01)
Teacher cognition and teacher action are two interrelated concepts of teaching and thus ought to be studied together in-depth to understand the nature of teaching and its effect on educational achievement. Examining the relationship between language teachers' cognitions and their actions has the potential to inform and guide current and future instructional practices in language teaching settings. From this point forth, this correlational study aims to answer in what way language teachers' language learning...
MATHEMATICS TEACHING EFFICACY: DOES HAVING EXPERIENCE REALLY MATTERS?
Işıksal Bostan, Mine (null; 2017-07-05)
Teacher self-efficacy, an adapted version of self-efficacy in teaching context (Fives & Alexander, 2004) is related to teachers’ belief in their ability to teach mathematics (personal efficacy) and their belief that students’ learning can be influenced by effective teaching. Tschannen-Moran and Woolfolk Hoy (2001) stated that teacher efficacy is an important determinant for teachers’ persistence, enthusiasm, commitment, and instructional decisions. Development of efficacy-belief is important to investigate...
Citation Formats
E. Er, “Self-efficacy levels of pre-service teachers and its predictors,” M.S. - Master of Science, Middle East Technical University, 2009.
METU IIS - Integrated Information Service open@metu.edu.tr