Comparison of sense of efficacy for pre-service and in-service teachers

Şenol Şen,I Önder,E Masal,S Beşoluk,H Çalişkan

doi:10.1051/shsconf/20196601019

Abstract

The aim of this study was to compare the sense of efficacy for pre-service and in-service teachers. The study was conducted with 64 preservice (32 chemistry and 32 mathematics) and 64 in-service teachers (32 chemistry and 32 mathematics). The short version of the Teachers' Sense of Efficacy Scale (TSES) was used as a data collection tool. The scale was consisted of 12-items divided into three sub-scales, named as Efficacy for instructional Strategies, Efficacy for Classroom Management, and Efficacy for Student Engagement. An independent-samples t-test was used to compare the sense of efficacy scores for pre-service and in-service teachers. According to independent samples t-test analysis, there was only a statistically significant difference in Efficacy for Classroom Management scores for pre-service (M = 25.64, SD = 5.4) and in-service teachers (M = 28.06, SD = 2.17; t (126) = -3.329, p =.001, two-tailed). However, there was no significant difference in Efficacy for Instructional Strategies and Efficacy for Student Engagement scores for pre-service and in-service teachers.

Highlights

Self-efficacy is an individual's self-judgement that he/she can arrange the activities necessary for fulfilling a certain task and can achieve success [1]
When a comparison was made according to the discipline, it was determined that there was no significant difference between the in-service and preservice chemistry and in-service and preservice mathematics teachers in terms of Efficacy for Classroom Management (ECM) scores
There was no significant difference between chemistry and mathematics in-service and chemistry and mathematics preservice teachers

Summary

Introduction

Self-efficacy is an individual's self-judgement that he/she can arrange the activities necessary for fulfilling a certain task and can achieve success [1]. It is an individual's belief about the extent to which he/she can cope with challenges that he/she might encounter in the future [2]. Teachers' selfefficacy is the most important belief influencing their professional behaviors [4]. Their self-efficacy beliefs are associated with their behaviors in the classroom. Teachers' self-efficacy is associated with their in-class behaviors; and it is influential in students'

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Conclusion