Abstract
The purpose of this study is to investigate the teacher self-efficacy and classroom management beliefs of preservice physics teachers and to examine the relation between those beliefs. This study was carried out with 115 preservice physics teachers. As instruments of this study, Teacher Sense of Efficacy Scale (TSES), Attitudes and Beliefs on Classroom Control-Revised (ABCC-R) Inventory were used. The results of this study showed that those preservice physics teachers’ teacher self-efficacy beliefs were high and their classroom management attitudes and beliefs are interventionist on the instructional management- and non-interventionist on the people management. The relation between preservice physics teachers’ self-efficacy and classroom management styles was discussed.
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