Classroom Management Self-Efficacy of Pre-Service Teachers

Tammie T Patterson,Dr Aarek Farmer

doi:10.22158/wjer.v5n2p134

Abstract

This quantitative, quasi-experimental design study examined 75 pre-service teachers’ perceptions of their own self-efficacy regarding classroom management. Data was collected at three different intervals throughout the student teaching experience, which was also accompanied by a training seminar focusing on classroom organization and management (Classroom Organization and Management Program). Results showed that pre-service teachers exhibited significantly higher perceptions of self-efficacy at different intervals throughout their student teaching. Data from this study provides Educator Preparation Programs (EPPs) with further data, which will allow them to create program curricula and strategies to better prepare pre-service teachers to become successful and confident classroom teachers.

Highlights

Policymakers, politicians, and school systems are seeking new ways to improve education in the United States, yet the advancement of education begins with teachers and their academic educator preparation program (Darling-Hammond, 2012)
When pre-service teachers embark on their journey through the Educator Preparation Program (EPP) most have an optimistic outlook, in which they believe that they can positively impact all students with whom they come in contact
If Educator Preparation Programs (EPPs) follow an effective model during the student teaching student teaching-training period, pre-service teachers will be better prepared for the rigorous career of teaching. 1.3 Student Teaching and Efficacy Teachers are considered to be fixed individuals, unable to modify and adapt to new methods of teaching (Portes & Smagorinsky, 2010), but students are more varied today than they have ever been

Summary

Introduction

Policymakers, politicians, and school systems are seeking new ways to improve education in the United States, yet the advancement of education begins with teachers and their academic educator preparation program (Darling-Hammond, 2012). Quality teachers and pre-service teachers exhibit an ability to manage a classroom, create an atmosphere where learning can take place, and increase student academic achievement, all of which may be why teaching is considered to be one of the most stressful jobs (Klassen et al, 2013). There are many aspects they need to follow including the content necessary to teach, the classroom management tools, and impress the need for promotion of an atmosphere where high expectations are the focus If these qualities are taught pre-service teachers will be more prepared to meet the rigorous standards teachers must accomplish. This study sought to answer the following question: 1) Is there a significant difference in the self-efficacy regarding classroom management of pre-service teachers who completed a field-based methods course embedded into their student teaching?. A Cronbach’s alpha coefficient of 0.94 was determined, indicating excellent reliability

Conclusion

Findings

Limitations