Relationship between Preservice Teachers’ Course Attitudes and Professional Self-Efficacy Beliefs

Abstract

The purpose of this study is to determine the attitudes of preservice teachers about the Instructional Technologies and Material Development (ITMD) course and their perceptions about professional self-efficacy, along with an examination of the relationship between these two variables. Realized in a relational survey model, this study was conducted with more than 523 preservice teachers from 13 departments who attended the Instructional Technologies and Material Development Course and are still in the last term of their university education. At the end of the study, the attitudes of preservice teachers about the ITMD course were found to change according to their gender, school type and professional self-efficacy. Furthermore, the teachers’ self-efficacy perceptions were not found to display any difference in by gender. The study did show, however significant differences according to their school type in which they will work. Throughout the study, the preservice teachers’ attitudes about the ITMD course, their perceptions about their professional self-efficacy and their overall academic average were found to have a positive and significant relationship.