The Mediating Role of Prospective Teachers’ Teaching Self-Efficacy between Self-Efficacy Sources and Attitude towards Teaching Profession

Ali Arslan

doi:10.12973/ijem.5.1.101

Abstract

<p style="text-align:justify">The purpose of this study was to investigate a predictive power of prospective teachers’ self-efficacy sources on their teaching self-efficacy and attitude towards the teaching profession. Design of the study was the correlational research. The study was conducted on 315 prospective teachers studying pedagogical formation education in a 2017-18 academic year. Instruments were “Prospective Teachers’ Self-Efficacy Sources Scale”, “Teaching Self-Efficacy Scale” and “Attitude Scale of Teaching Profession”. Pearson Product Moment Correlation Coefficient and PATH analysis methods were used to analyze the data. Results indicated that emotional states, mastery experience, and verbal persuasion were significant predictors of prospective teachers’ teaching self-efficacy and attitudes towards teaching profession. </p>

Highlights

The Self-efficacy is a personal belief about one can successfully manage the necessary activities required to produce the outcomes (Bandura, 1977)
This study firstly aimed to investigate the relationship among variables
This study investigated the predictive power of self- efficacy sources of prospective teachers on teaching self-efficacy and attitude towards the teaching profession

Summary

Introduction

The Self-efficacy is a personal belief about one can successfully manage the necessary activities required to produce the outcomes (Bandura, 1977). Teachers’ self-efficacy is their beliefs about capabilities to make positive changes in the behavior and achievements of students (Gibson & Dembo, 1984) It affects teachers’ general orientations in the educational process in addition to specific instructional activities. Teachers with high teaching self-efficacy belief spend more time for academic activities, provide more guidance to overcome difficulties to students and praise their academic accomplishments (Gibson & Dembo, 1984). They use innovative teaching methods, effective classroom management technics, monitors students’ progress, directs students to the inquiry (Czerniak & Chiarelott, 1990). If teachers perceive their instructional activities as successful, self-efficacy and expectations to be successful in future activities increase (Tschannen-Moran & Woolfolk Hoy, 2007)

Objectives

Methods

Conclusion