Investigating the impact of classroom management course on self- efficacy levels: An experimental study on pre-service teachers

Bu çalışmanın temel amacı, sınıf yönetimi dersinin öğretmen adaylarının öğretmen öz-yeterlik inançları üzerindeki etkisini incelemektir. Tek gruplu öntest-sontest deneysel modelde yapılan çalışma, 2011-2012 öğretim yılında Eskişehir Osmangazi Üniversitesi Eğitim Fakültesinde öğrenim gören 85 öğretmen adayı üzerinde yürütülmüştür. Araştırmanın verileri öğretim yılı başında ve sonunda iki kez uygulanan “Öğretmen öz-yeterlik ölçeği” ile toplanmıştır. Ölçeğin hesaplanan güvenirlik katsayısı .93’tür. Verilerin analizinde t testi, varyans analizi, frekans ve yüzdelerden yararlanılmıştır. Araştırmada ulaşılan sonuçlar, sınıf yönetimi dersinin öğretmen adaylarının öğretmen öz-yeterlik inanç düzeyini geliştirmede önemli bir etkiye sahip olduğunu, öğretmen adaylarının öğretmen öz yeterlik inançlarının cinsiyet, akademik başarı ve öğrenim gördükleri bölümlere göre anlamlı bir farklılık göstermediğini ortaya koymuştur.

Sınıf yönetimi dersinin öz-yeterlik düzeyleri üzerindeki etkisinin araştırılması: Öğretmen adayları üzerinde deneysel bir çalışma

The basic purpose of the present study was to examine the influence of the classroom management course on pre-service teachers’ beliefs regarding teacher self-efficacy perceptions. The study conducted in single- group pretest-posttest research model was carried out with 85 pre-service teachers. Data were collected via “Teacher Self-Efficacy Scale” administered at the beginning and end of the semester. The results revealed that the classroom management course had significant influence on the development of the pre-service teachers’ levels of teacher self-efficacy and that pre-service teachers’ teacher self-efficacy beliefs did not significantly differ with respect to their gender, their academic achievement and their departments.

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