Özet:

This study aims to determine the relationship between the time management skills of the prospective teachers and their academic self-efficacy perceptions. 1430 students in the Pedagogical Formation Certificate Program at İnönü University Faculty of Education constitute the population, and the sample consists of 508 volunteers among these students. The measurement tools of the study are Time Management (Alay & Koçak, 2002) and Academic Self-Efficacy (Ekici, 2012) scales. In the analysis, descriptive statistical methods such as arithmetic mean, percentage, frequency, t-test were used to determine whether there was a significant difference between the scores in terms of the gender variable, and one-way analysis of variance was used to determine the difference between the scores in terms of the branch variable. Pearson correlation coefficient was calculated to determine whether there was a significant relationship between time management skills and academic self-efficacy perceptions. As a result of the research, it is seen that prospective teachers' time management skills and academic self-efficacy perceptions were at a moderate degree. It was determined that there was a positive and moderate significant relationship between the time management skills and academic self-efficacy perceptions of prospective teachers. The time management skills of prospective teachers address 25% of the change in their academic self-efficacy perceptions.

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