Prospective Teachers' Sense of Efficacy and Beliefs about Managing Students: Implications for Professional Development of Teachers

Abstract

This study examined relations of prospective teachers' sense of
efficacy to their beliefs about managing students. The data for the study was
collected from 94 fourth year students in the pre-service teacher education
program at Bahir Dar University in 2002/2003 academic year. Indices of
efficacy and classroom control variables were measured by employing
scales. Analysis involving correlation suggested that teaching efficacy was
significantly correlated with pupil control ideology and motivational
orientation. Neither teaching efficacy nor personal efficacy was related to
bureaucratic orientation. Analysis involving mainly multiple regressions
revealed that teaching efficacy and the interaction of teaching and personal
efficacy made unique contribution to the prediction of pupil control ideology
and motivational orientation. The findings suggested the desirability of
developing programs that would help teachers enhance their feelings of
efficacy during the formative pre-service and early in-service years.