Classroom management, self-efficacy and readiness of Turkish pre-service English teachers

Abstract

is evident that, there are some skills that pre-service teachers should develop during their
undergraduate teacher education programs to be able to be effective teachers in their future
careers. Specifically speaking, teaching efficacy related to classroom management is one of
those skills. Even though pre-service teachers are instructed about the related theory, without
observing them during their implementation of learnt theories into practice, one cannot claim
that they are efficacious in real teaching context. In this study, the main aim was to investigate
both the efficacy of pre-service teachers and its relation to their readiness to manage their
classrooms. In addition, the relationship among their efficacy beliefs, classroom management
readiness and their implementation in a real teaching environment was also investigated. For
the purposes of the study, 36 senior students in the English language teaching department of a
foundation university in Istanbul, Turkey participated in the study. Data came from three
sources; (a) subscale of the Teachers’ Sense of Efficacy Scale concerning classroom
management, (Tschannen-Moran and Woolfolk Hoy, 2001), (b) the Teacher Readiness Scale
for Managing Challenging Classroom Behaviors (adapted from Baker, 2002) and (c) an
observation scale developed in line with the questionnaires. The analysis of data revealed that
there is a significant relationship between the pre-service teachers’ classroom management
efficacy and their readiness to manage the challenging classroom behaviors. However, no
significant difference was found in the implementation of classroom management skills of
pre-service teachers in a real teaching environment. The findings provided insights into preservice
teachers’ classroom management efficacy and readiness in a real teaching
environment and their improvement in this area.
Keywords: pre-

Keywords

• pre-service teacher education, efficacy, readiness, implementation, classroom management

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