Abstract
The aim of this study is to find out the extent to which pre-service teachers’ life skills predict their sense of self-efficacy. The study employed a relational screening model within the quantitative research paradigm and included 195 pre-service teachers in Mimar Sinan Fine Arts University Pedagogical Formation Program. The data was collected through a life skills scale, a teacher self-efficacy scale and a questionnaire. The findings indicated a significant strong positive correlation between pre-service teachers’ life skills and their sense of self-efficacy in teaching (r=.624). Life skills accounted for 38.9 of the variance in teacher sense of self-efficacy. There were not any significant differences in teacher sense of self-efficacy between males and females, graduates and non-graduates, participants and non-participants in life skills training (p>0.05). The sense of self-efficacy of pre-service teachers with teaching experience was found to be higher than that without it (p<0.05).
Highlights
1.1 Introduction the ProblemThe sense of self-efficacy among teachers has been a primary research area in educational sciences
The first findings are about the correlation analysis of whether there is any relationship between the Life Skills Scale and Teachers’ Self-Efficacy Scale as well as between the scores obtained from the sub-dimensions of the scales
This study aimed at revealing the effects of demographic factors such as gender, status of graduation, prior attendance to life skills training and teaching experience on life skills and sense of teacher self-efficacy as well as at identifying the relationship between life skills and sense of teacher self-efficacy
Summary
The sense of self-efficacy among teachers has been a primary research area in educational sciences. It is widely accepted that teachers with high self-efficacy have greater success in their careers (Woolfolk, Rosoff and Hoy, 1990; Bandura, 1997; Tschannen-Moran and Woolfolk Hoy, 2001; Woolfolk, Hoy and Davis, 2006). There have been fewer studies into how self-efficacy is formed as there is a consensus over the general principles outlined by Bandura (Bandura, 1997, 1999). The study centers on the question whether life skills, reportedly necessary for training healthy and productive individuals (WHO, 1997), could have an impact on the education of teachers with high self-efficacy. The concepts of life skills and teacher self-efficacy are defined below so that the theoretical relationship between the two could be appreciated
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