English

Şahin Harun

doi:10.5897/err2017.3385

Abstract

Teacher self-efficacy is related to teachers or pre-service teachers feeling competent in their profession. The purpose of this study is to examine the relationship between the pre-service teachers’ self-efficacy perceptions and their emotional intelligence and self-esteem. The study group of the current research comprised a total of 212 pre-service teachers of whom 141 are females (66.5%) and 71 are males (33.5%) and whose ages range from 20 to 35. The study conducted with fourth year’s students in Mehmet Akif Ersoy University and from Early Childhood Education, Elementary Teacher Education, Social Studies Teacher Education, and Mathematics Teaching Program. The data of the current study were collected by using Teacher Self-efficacy Belief Scale, The Emotional Intelligence Scale-Short Form and Rosenberg Self-Esteem Scale. In the analysis of the collected data, Pearson Product-moment Correlation Coefficient and multiple linear regression analysis were used. When the research results were examined, it was found that while some sub-dimensions of emotional intelligence (well-being, sociality and self-esteem) positively and significantly predict the pre-service teachers’ self-efficacy level, some other dimensions (self-control and emotionality) do not significantly predict the self-efficacy level. Key words: Teacher self-efficacy, emotional intelligence, self-esteem.

Highlights

Self-efficacy is an individual’s perception of whether he/she can handle a specific job and first it was explored by Bandura (1977) in his social-cognitive theory
The data of the current study were collected by using Teacher Self-efficacy Belief Scale, The Emotional Intelligence Scale-Short Form and Rosenberg Self-Esteem Scale
The purpose of the current study is to investigate the relationship between the pre-service teachers’ teacher self-efficacy and their emotional intelligence and self-esteem

Summary

Introduction

Self-efficacy is an individual’s perception of whether he/she can handle a specific job and first it was explored by Bandura (1977) in his social-cognitive theory. Self-efficacy belief determines how an individual will cope with his feelings, thoughts, and difficulties and forms his/her conviction about whether he/she he will succeed in a job. People with self-efficacy beliefs are more determined to successfully complete a job they are responsible for. Self-efficacy can be researched as general self-efficacy as well as self-efficacy specific to the situation. The situation-specific self-efficacy can be expressed as self-efficacy in specific issues such as academic or interpersonal (Chen et al, 2004; Scherbaum et al, 2006). The situation-specific concept includes teachers and pre-service teachers’ self-efficacy perceptions. Teacher self-efficacy is related to teachers or pre-service teachers feeling competent in their profession (Çapa et al, 2005)

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