p-ISSN 2146-796X
e-ISSN 2146-7978
Yunus Söylet

Recep Öztürk
Salih Murat Akkın
Süphan Nasır

Associate Editors
Burak Önal
Harun Serpil
Yiğit Yurder
2020 Volume 10
Deomed Publishing
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Volume 6, Issue 1, April 2016,
Page(s): 28-39
Original Empirical Research
Received: December 6, 2015; Accepted: June 19, 2016; Published online: January 17, 2017
doi:10.2399/yod.15.019; Copyright © 2016, Deomed
The relationship between the self-efficacy level of pre-service teachers and their classroom management strategies
Hanifi Parlar1, Ramazan Cansoy2, Muhammet Emin Türkoğlu3(E-mail)
1Department of Educational Sciences, Istanbul Commerce University, Istanbul; 2Department of Educational Sciences, Faculty of Literature, Karabük University, Karabük; 3Department of Educational Sciences, Afyon Kocatepe University, Afyonkarahisar, Turkey
The aim of this study is to determine the level of pre-service teachers' perceptions of self-efficacy and classroom management strategies and to demonstrate the relationship between them. The study group of the research which is in the relational type model consists of 800 pre-service teachers, 609 women and 191 men, who take pedagogical formation lessons at İstanbul Ticaret University in 2014-2015 academic year. 60% of the study group consists of students attending arts and sciences faculties, and 40% are from different faculties such as engineering, business administration and nursery. The data of the research was collected by means of two scales, namely the General Self-Efficacy Scale which was developed by Schwarzer and Jerusalem (1995) and adopted by Aypay (2010); and Classroom Management Strategies Survey, developed by Çakmak, Kayabaşı and Ercan (2008). During the analysis of the data, arithmetic average, t-tests and correlation statistical techniques were used. In the study, self-efficacy levels of the ones who chose the pedagogical formation program to become a teacher were higher than those who chose the program with different reasons. It was seen that perception of self-efficacy of teacher candidates didn't differ according to gender, age and education level variables. According to the conclusions reached in the study, pre-service teachers' perceptions of self-efficacy and classroom management strategies were found very high. In the study, a significant, positive, moderate correlation between perceptions of self-efficacy and classroom management strategies of pre-service teachers was found.
Keywords: Classroom management strategies, pedagogical formation, self-efficacy.
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