Examination of the Relationship between Competencies of Candidate Teachers in Classroom Management and Teacher Efficacy

Abstract

The aim of this study is to examine the relationship between competencies of candidate teachers in classroom management and teacher efficacy. This descriptive research is in correlational survey model. The study group consists of a total of 368 students studying in the pedagogical formation program at Aydın Adnan Menderes University. In order to collect the data, Competencies of Candidate Teachers in Classroom Management Scale and Ohio Teacher Efficacy Scale were used. Normality tests, correlation coefficient, regression analysis, independent sample t-test and ANOVA were used in data analysis. As results, a significant difference was not found between competencies of teacher candidates in classroom management and teacher efficacy mean scores according to their gender. While the mean scores competencies in classroom management differ significantly in favor of teacher candidates with teaching experience; there was no significant effect of teaching experience on teacher efficacy mean scores There is a significant positive relationship between the participants’ competencies in classroom management and teacher efficacy mean scores, and teacher candidates' competencies in classroom management are a significant predictor of teacher efficacy. In addition, there is a significant difference in the competencies in classroom management and teacher efficacy mean scores of the teacher candidates according to their age between aged 25 and under and aged 31 and over, in favor of the participants aged 31 and over.