Abstract:

Abstract enThe aims of this study are to analyse the self-efficacy perceptions and focus of academic control of prospective science, social sciences and classroom teachers based on various variables (gender, grade level, branch, high school and field of high school graduation) and to examine the correlation between their self-efficacy perceptions and focus of academic control. The data of of the study were collected through the use of three scales: the scale of teachers’ self-efficacy developed by Tschannen-Moran and Woolfolk Hoy (2001) and adopted into Turkish by Çapa, Çakıroğlu and Sarıkaya (2005); the scale of locus of academic control developed by Akın (2007) and demographic form. The participants of the study are 410 student teachers attenting the Faculty of Education at Adnan Menderes University. The findings of the study reveal that the self-efficacy perceptions and the focus of control of the participants do not statistically vary based on the variables of gender, grade level, branch, high school and field of high school graduation. It is further found that there is no statistically significant correlation between the participants’ total scores on the self-efficacy scale and those on the focus of academic control scale.

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