Pre-service physical education teachers' self efficacy and their views on teacher education process

Examining the effectiveness of teacher education programs that prepare teacher candidates -who hold pivotal role in shaping the future-is crucial for ensuring their professional competence and readiness. The study aims to identify the factors that may influence the professional and self efficacy of preservice teachers and examine how these factors and teacher education programs contribute to their sense of readiness for the profession. For this objective, the effectiveness of the undergraduate and certificate programs was extensively investigated. The study employed a mixed methods approach, incorporating a quantitative sample of 239 and a qualitative sample of 8 physical education and sports teacher candidates. Data were collected through semi-structured focus group interviews and surveys. Quantitative data were analyzed using SPSS and Jamovi programs through descriptive, Mann-Whitney U, Kruskal-Wallis H and post-hoc tests. For qualitative data, content analysis was conducted using MAXQDA program, generating themes, subcodes, hierarchical codes, and frequency distributions. The findings revealed that candidates generally exhibit medium to high levels of self-efficacy for the teaching profession. Conversely, qualitative results indicated that they perceived themselves as competent in only a limited number of areas. Additionally, variables such as gender, age, academic success, reasons for choosing a department and prior experience had no impact on self-efficacy. However, the decision to pursue a teaching career was found to influence candidates enrolled in a teacher certification program. Candidates were found to have significant shortcomings in their knowledge of laws, rights and obligations, pedagogical, subject specific and professional skills. It was concluded that teaching practice and coaching experience significantly influenced perceived competence; nevertheless, educational programs were found to be insufficient in adequately preparing individuals for teaching and required development. To improve teacher qualifications, educational institutions should reassess their programs to enhance teacher candidates' knowledge and awareness while integrating more practical experience.