AN INVESTIGATION OF PRE-SERVICE TEACHERS’ TEACHER SELF-EFFICACY BELIEFS AND OPINIONS FOR THEIR PROFESSIONAL ANXIETIES

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The current study aims to investigate pre-service teachers’ teaching self-efficacy beliefs and professional anxieties in relation to the variables of gender, the type of graduated high school, socio-economic level and the features of the teacher education program and the relationship between teaching self-efficacy beliefs and professional anxieties. To this end, the current study was conducted on 589 fourth-year pre-service teachers attending the Education Faculty of Muğla Sıtkı Koçman University in 2014-2015 academic year. The findings of the study revealed that the preservice teachers’ self-efficacy beliefs do not vary significantly depending on their gender, the type of the graduated high school and the program they are attending. Moreover, while their professional anxieties vary significantly depending on the socio-economic level, their self-efficacy beliefs do not vary significantly depending on the socio-economic level. The findings of the current study also showed that there is a positive low-level correlation between their self-efficacy beliefs and professional anxieties.

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Pre , service teacher , professional anxiety , teaching self , efficacy

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi