The investigation of prospective teachers' conflict action style according to the levels of their emotional self-efficacy

The aim of this study is to determine the relationship between pre-service teachers' conflict-action styles and emotional self-efficacy levels, and to determine whether there is a statistically significant difference between the levels of conflict action styles and emotional self-efficacy in terms of gender, class level, and the part they study in the undergraduate program. The population of the study consists of prospective teachers who continue their undergraduate education in the academic year 2018-2019. The participants of the study consisted of 300 undergraduate students in Dokuz Eylül University, Buca Faculty of Education. The PDR department consisted of 300 students in the fields of numerical, verbal, fine arts and foreign languages. The sample consisted of 217 women (72%) and 83 men (28%). Emotional Self-Efficacy Scale (SCES), Conflict Action Styles Scale (SPES) and Personal Information Form prepared by the researcher were used for data collection. Independent Two Sample T Test and One-Way ANOVA analysis were used to analyze the data. The significance level of .05 was used to evaluate whether the findings were meaningful or not. For correlation analysis, Pearson Correlation technique was used. Linear regression analysis was conducted between variables to determine how emotional self-efficacy predicts conflict action styles. As a result of the study, a significant relationship was found between the trait action styles and emotional self-efficacy of paticipants. A positive and significant relationship was found between the level of regulating emotions and the level of coercive, facilitating, conciliatory, antagonistic conflict styles of action. According to the results of multiple regression analysis of the effect of emotional self-efficacy on the style of avoidant conflict action; emotional self-efficacy sub-dimensions; It was found that approximately 7% of the change in the style of coercive conflict action, approximately 17% of the change in the style of facilitating conflict action, 15% of the change in the conciliatory conflict style of action, and 15% of the change in the conflict style of action can be predicted by emotional self-efficacy levels of teacher trainees .