Abstract:

This study aimed to investigate the relationship between pre-service teachers’ self-efficacy beliefs and their attitudes toward teaching as a profession. The participants were 315 senior-year pre-service teachers. Data were collected using “Teacher’s Sense of Efficacy Scale” (TSES) and “Attitudes toward Teaching as a Profession Scale” (ATTPS). Result of canonical analysis indicated a relationship between the two variables of teacher efficacy (efficacy in student engagement and in instructional strategy) and one variable of attitude toward teaching as a profession (like-dislike). However, pre-service teachers’ efficacy in classroom management was not associated with liking teaching profession. In addition, no significant correlation was found between teacher efficacy beliefs and respecting the teaching profession. Suggestions for further research are also provided.

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