Abstract:

This study aimed to investigate preservice teachers’ classroom management efficacy beliefs with respect to their attitudes toward the teaching profession and academic performance. Accordingly, a model was hypothesized and tested through path analysis. The participants were preservice teachers (N= 483) at a state university in Turkey, and data came from three sources: a scale measuring attitudes toward the teaching profession, a scale for investigating classroom management efficacy beliefs, and academic achievement, namely self-reported GPA scores. Findings indicated a weak but positive relationship between preservice teachers’ classroom management competency levels and academic achievement. There was a direct positive relationship between the levels of classroom management competencies and academic achievement. Moreover, findings indicated a moderate positive relationship between attitudes toward teaching and classroom management competencies. Findings also showed that attitudes toward teaching affected classroom management competencies through academic achievement indirectly and positively. In this context, the results were discussed by implications and future directions for research.

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