The relationship between teacher self-efficacy beliefs and educational beliefs of pre-service teachers

Abstract

The purpose of this research is to determine the relationship between ‘educational beliefs’ and ‘teacher self-efficacy perceptions’ of pre-service teachers in the faculty of education. A total of 1002 pre-service teachers, 463 final year undergraduate and 539 certificate program students, participated in the study voluntarily at the Necatibey Faculty of Education in Balıkesir University. 'Educational Beliefs Scale' developed by Yılmaz and 'Turkish Teacher Self-Efficacy Scale' developed by Tschannen-Moran and Hoy which was adapted to Turkish by Çapa were applied on the participants. As a result of the research, a significant difference was found in pre-service teachers' self-efficacy opinions regarding gender variable in favor of men. Besides that, a significant difference was found in favor of women in terms of progressivism and existentialism in education beliefs and in favor of men in terms of essentialism. Other results of the research are as follows: when the beliefs of education and self-efficacy beliefs of teacher trainees were examined in terms of academic discipline variable, there was no significant difference in self-efficacy beliefs of teacher candidates. In terms of educational belief variable, only a significant difference was observed in existentialism dimension. According to sources of teacher education variable, a significant difference was found in favor of formation students in self-efficacy dimension related to classroom management. Lastly, according to the source of teacher training, it was seen that the students of the faculty of education adopted the philosophy of existentialism more, whereas the formation students adopted the essentialism more.