Abstract:

The purpose of this study was to analyse the effects of self-reflections and a classroom management course on pre-service teachers’ self-efficacy beliefs. A mixed-methods approach was used in data collection and analyses. The Teacher Self-Efficacy Scale was given as a pre- and post-test at the beginning and end of the course. Additionally, a self-reflective survey was administered three times over the duration of the course. The paired sample t-tests were used to analyse data from the Teachers’ Sense of Self-Efficacy Scale. The results revealed that the classroom management course and self-reflections had significant influences on the development of the pre-service teachers’ levels of teacher self-efficacy. The implications for pre-service teachers and teacher preparation programs were also discussed.  

Keywords: