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.
Highlights
Questions such as who is an effective teacher, how to be a good teacher, how to gain efficacy in teaching are among the questions that educational researchers have long sought answers (Richardson & Thomas, 1989)
The questions to be answered are given below: Do the teacher efficacy and the competencies in classroom management differ significantly according to the demographic information of the participants? Are the competencies in classroom management a significant predictor of the teacher efficacy?
Regarding the First Sub-Problem The first sub-problem of the study, "Do the teacher efficacy and the competencies in classroom management differ significantly according to the demographic information of the participants?"
Summary
Questions such as who is an effective teacher, how to be a good teacher, how to gain efficacy in teaching are among the questions that educational researchers have long sought answers (Richardson & Thomas, 1989). On the other hand, is the whole of beliefs that teachers can produce the desired teaching results by affecting the learning processes of students even in cases of potential problems or low motivation (Tschannen-Moran & Woolfolk-Hoy, 2001). The teacher is in the position of a director who guides and directs, knowing that one of the leading conditions of quality education is qualified classroom management (Yılmaz & Aydın, 2015). Woolfolk (2004) defines aims of effective classroom management as providing enough time to learn, increasing the quality of time by actively engaging
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