Abstract
This study examined Pre-service Economics teachers’ self-efficacy beliefs in teaching Economics. The study employed the descriptive cross-sectional survey design and used census method to involve all 54 level 400 Bachelor of Education (Social Sciences) Economics major students in the University of Cape Coast. The Teacher Sense of Efficacy Scale was used for data collection. The data were analyzed using mean and standard deviation. A reliability coefficient of .940 was obtained. The results of the study revealed that Pre-service Economics teachers had a sense of self-efficacy beliefs in student engagement, instructional strategies and classroom management. It was recommended that the Economics education lecturers in the Department of Business and Social Sciences Education should continue to provide quality instructional delivery to student-teachers.
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