CANDIDATES TEACHERS' CLASSROOM MANAGEMENT SELF-EFFICACY LEVELS

Abstract

This research aimed to determine the classroom management self-efficacy beliefs of students have been studying in Faculty of Education and students have been maintaining pedagogical formation certificate program. It employed survey model. The study group was composed of 362 trainees who attended to pedagogical formation certificate program in Duzce University in 2015/16 academic year spring term and 255 sophomores, junior and senior class students in Classroom Teaching and Science Teaching Departments in Duzce University Faculty of Education in 2015/16 academic year. In the study, it was aimed to reach the whole population and a scale was implemented instead of sampling. The research was conducted with 410 returning scales. “Teacher Self-Efficacy Scale” was conducted in order to determine the classroom management self-efficacy perceptions of the student teachers. Since the data were not normally distributed, Mann-Whitney U Test which is a nonparametric test. The following results were obtained: Classroom management self-efficacy perceptions of the students who have been studying in Faculty of Education and students who have been attending the pedagogical formation certificate program are high in terms of “Providing the student participation”, “Utilization of Teaching Strategies” and “Classroom management”. The difference between the classroom management self-efficacy perception averages of the two groups was not statistically meaningful. Also, there was no statistically meaningful difference between the students who have been studying in Faculty of Education and students who have been attending the pedagogical formation certificate program in terms of gender variable. Article visualizations: