Abstract
The purpose of this study was to examine pre-service teacher self-efficacy about classroom management to determine potential programmatic changes in a teacher preparation program. Researchers examined the self-efficacy of pre-service teachers (N = 32) during the participants' final semester and student teaching experience. Researchers administered the Teacher Sense of Self-Efficacy Scale (TSES; Tschannen-Moran & Woolfolk, 2001). Results indicate pre-service teachers have high self-efficacy regarding their abilities to manage classrooms and student behavior. Specific results and the impact on the program will be examined.
Recommended Citation
Martin, Melissa; Puliatte, Alison; and Wise, Genny
(2019)
"Examining Pre-Service Teacher Self-Efficacy about Classroom Management to Inform Clinical Practice,"
Teacher Education Journal of South Carolina: Vol. 12:
No.
2, Article 3.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol12/iss2/3