Abstract:

The purpose of this study is to evaluate pre-service classroom teachers’ self-efficacy beliefs in terms of several variables. In this study, the sub-dimensions of self-efficacy beliefs are “student participation”, “teaching strategies” and “classroom management”. This study aims determining pre-service classroom teachers’ feeling of sufficiency in these sub dimensions. The research is a mix design model using a combination of quantitative and qualitative research methods. The quantitative data of the study is collected by using "Teacher Self Efficacy Beliefs Scale" which was translated to Turkish by Çapa, Çakıroğlu and Sarıkaya (2005). Self-efficacy reports teacher candidates prepared are used to collect qualitative data. The sample of this study consists of 32 female (72.7 %) and 12 male (27.3 %) students enrolled at Ege University Faculty of Education, Department of Elementary Education, Classroom Education Program. As a conclusion, it was found that preservice classroom teachers feel very competent in sub-dimensions of “student participation” and “teaching strategies”. On the other hand, the sub dimension of the self-efficacy level of "classroom management" has been lower companing to other dimensions. Furthermore, the analyses showed that there are not any significant difference between self-efficacy beliefs of males and females at both total and sub-scale levels. Quantitative findings are supported by qualitative data.

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