Evaluation Of Self-Efficacy, Self-Management and Achievement Motivation from The Perspective of Classroom Management

Abstract

In this study, the effect of pre–service teachers' self–efficacy and self–management on their success motivation were discussed and evaluated from the classroom management perspective. The population of the study was the MCBU Pedagogical Formation Certificate Program in the 2022 – 2023 education year and 427 pre–service teachers participated as the sample of the study. SPSS 25 packet program was used for the analyses of the data. Pre–service teachers' self–efficacy, self – management and achievement motivation levels were examined with the help of descriptive statistics by using minimum, maximum, arithmetic mean, and standard deviation values. The effect of their self–efficacy perceptions and their self – management behaviors were separately analyzed with simple linear regression. The holistic effect of self–efficacy and self–management on achievement motivation was analyzed with multiple linear regression. According to the findings their self–efficacy, self – management and achievement motivation levels were observed at high levels. Also, the effect of self–efficacy and self–management on achievement motivation were found both separately and together. While self–efficacy and self – management affect achievement motivation at a normal level, they are affecting more strongly both together.