Özet:

It is important to identify and develop the qualifications regarding their profession of teachers, one of the most decisive elements of contemporary education system. Therefore, it is important to determine the self-efficacy levels of teacher candidates, and to have information about their future pedagogical orientation. For this reason, the main purpose of current study is determine the extent to which teacher self-efficacy of classroom teacher candidates is predicted by motivational stability, epistemological and pedagogical beliefs, academic success and age variables. In addition, in this study, it were also examined the participants' self-efficacy levels and their self-efficacy changes according to gender and class level. The data in this study in which a total of 294 classroom teachers participated in a foundation university and which is based on a relational survey model was collected through four different likert type scales. Descriptive statistics, t-test, Anova and regression analyzes were used to answer the research questions in this study. As a result of analyzes made with SPSS 20.00 package program; It were found that participants' teacher self-efficacy are above average, significantly changed by class level and influenced by pedagogic beliefs and academic achievement. In addition; motivation, epistemological and pedagogical beliefs, academic achievement and age variables account for 28% of the total variance on teacher self-efficacy. The conclusions reached in this study both have confirmed the claims in the literature, which contain theoretically, based conceptualizations and have opened new ways to explore the relationship between pedagogical beliefs and teacher self-efficacy in teacher education.

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