Abstract:

The aim of this study is to investigate the relationship between the school climate percepti-ons and academic self-efficacy beliefs of prospective teachers. The participants for the quantita-tive part of this study, which employed a mixed-method design, comprised 55 prospective teac-hers, while the qualitative part included 12. The school climate perceptions of the prospective teachers were measured using the School Climate Scale for University Students, and their academic self-efficacies were measured using the Academic Self-Efficacy Scale; a semi-structured interview form was created for the focus group interviews. Multiple correlation (Pearson Correlation Coefficient) and hierarchical regression techniques, as well as descripti-ve statistics were used to analyze the data. The qualitative data was analyzed using descriptive analysis. The study found a significant relationship between school climate perceptions and academic self-efficacy beliefs of prospective teachers, with the general conclusion that particu-larly the “communication” dimension of the school climate played an important role in the self-efficacy beliefs of prospective teachers.

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