Özet:

is evident that, there are some skills that pre-service teachers should develop during their undergraduate teacher education programs to be able to be effective teachers in their future careers. Specifically speaking, teaching efficacy related to classroom management is one of those skills. Even though pre-service teachers are instructed about the related theory, without observing them during their implementation of learnt theories into practice, one cannot claim that they are efficacious in real teaching context. In this study, the main aim was to investigate both the efficacy of pre-service teachers and its relation to their readiness to manage their classrooms. In addition, the relationship among their efficacy beliefs, classroom management readiness and their implementation in a real teaching environment was also investigated. For the purposes of the study, 36 senior students in the English language teaching department of a foundation university in Istanbul, Turkey participated in the study. Data came from three sources; (a) subscale of the Teachers’ Sense of Efficacy Scale concerning classroom management, (Tschannen-Moran and Woolfolk Hoy, 2001), (b) the Teacher Readiness Scale for Managing Challenging Classroom Behaviors (adapted from Baker, 2002) and (c) an observation scale developed in line with the questionnaires. The analysis of data revealed that there is a significant relationship between the pre-service teachers’ classroom management efficacy and their readiness to manage the challenging classroom behaviors. However, no significant difference was found in the implementation of classroom management skills of pre-service teachers in a real teaching environment. The findings provided insights into preservice teachers’ classroom management efficacy and readiness in a real teaching environment and their improvement in this area. Keywords: pre-

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