Abstract:

Self-efficacy beliefs are an important factor in helping individuals to cope with difficult situations. The present research aims to investigate whether there are differences in the teacher candidates, who are students at Amasya University Faculty of Education, self-efficacy beliefs according to gender, branch, and the sub-dimensions of the scale. The sub-dimensions of the scale are ensuring student participation in the classroom, using teaching strategies, and classroom management. This study was conducted in the 2008-2009 academic year at Amasya University Faculty of Education. Relational screening model was used for the present study. The scope of the study consists of the participation of 240 teacher candidates from six different branches. Data was collected by the employment of a teacher self-efficacy scale. The SPSS 16.0 was used for data analysis, t-test was conducted for independent groups (gender) and variance analysis (ANOVA) was used for comparison among branches. The self-efficacy beliefs displayed no significant difference among the branches and gender. However, there was significant difference among the social studies and mathematics, Turkish and mathematics branches in the subdimension of ensuring student participation in the classroom. Statistically significant difference was not found in the sub-dimensions of using teaching strategies and classroom management. 

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