Abstract
This study examines the psychological dispositions of pre-service teachers as they transition into their professional roles. The study aims to explore how trainee trainees perceive themselves as professionals and to what extent the self-efficacy variable may influence their personal and professional dispositions. Quantitative method was used to answer the research questions. The study's findings indicated that pre-service teachers have favorable perceptions of their professional identities and also a strong correlation between how trainee teachers perceive themselves as professionals and the confident level of their abilities. The findings indeed contribute to understanding this phenomenon in-depth with useful implications for better designing teacher’s education programs.
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