Abstract
<p style="text-align:justify">Aim of this research is to identify the self-efficacy perception levels of teacher candidates studying at department of Physical Education and Sport and other teaching departments towards teaching profession, to present whether these the self-efficacy perceptions differ or not depending on independent variables acquired from the personal information of the candidates. It is important that Physical Education teacher candidates have high levels of self-efficacy perception on teaching profession. A total of 904 teacher candidates 175 of whom are studying at department of Physical Education and Sport participated into the research voluntarily. “The Self-efficacy Perception Scale of Teacher Candidates towards Themselves” is used in the research. It is seen that Physical Education teacher candidates have higher levels of self-efficacy perception than other teacher candidates and that self-efficacy perceptions on teaching profession differ depending on gender variable. Also, it is found out that the correlation coefficient between scores obtained in the scale is meaningful both for Physical Education teacher candidates and other teacher candidates.</p>
Highlights
Technological improvements have given huge contributions to education as with all fields of society, and these contributions have made way for new pursuits
Aim of this research is to identify the self-efficacy perception levels of teacher candidates studying at department of Physical Education and Sport and other teaching departments towards teaching profession, to present whether these the selfefficacy perceptions differ or not depending on independent variables acquired from the personal information of the candidates
It is important that Physical Education teacher candidates have high levels of self-efficacy perception on teaching profession
Summary
Technological improvements have given huge contributions to education as with all fields of society, and these contributions have made way for new pursuits At this point, to give an effective education, teachers should have various skills. In addition to a good course knowledge, it is important that teachers know how students learn effectively and apply these skills in class. Self-sufficiency beliefs determine how people will feel, think, act and motivate themselves (Bandura, 1994). Researchers have examined how personal and environmental (instructional, social) factors affect self-efficacy and how self –efficacy influences learning, motivation and achievement. Teacher efficacy has proved to related to many meaningful educational outcomes such as teachers’ persistence, enthusiasm, commitment and instructional attitude, as well as student outcomes such as achievement, motivation, and self-efficacy beliefs (Moran & Woolfolk Hoy 2001). Teachers with a strong sense of efficacy tend to exhibit greater levels of planning and organization (Allinder, 1994)
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