Examining the relationship between pre-service teachers' self-efficacy beliefs and reality shock expectancy

In this study, it was aimed to determine the relationship between the self-efficacy belief and reality shock expectations of senior teacher candidates who continue their education at the Faculty of Education. In addition, the level of teacher candidates' self-efficacy beliefs and reality shock expectations and whether the determined level differs significantly according to the variables of gender, branch, type of high school graduated, university preference order, academic grade point average and type of school where the teaching practice course is taught were examined. In order to determine the stated situations, the relational scanning model was preferred as the method in the research. The population of the research consists of 545 senior teacher candidates (Science Teaching, Primary Mathematics Teaching, Preschool Teaching, Classroom Teaching, Social Studies Teaching, Turkish Teaching and English Teaching) who are attending the senior teaching practice course at Fırat University Faculty of Education in the 2023-2024 academic year. The sample of the research consists of 294 teacher candidates determined by the criterion sampling method among the students studying in these programs. A three-stage data set was used to collect data in the research. In this context, Personal Information Form, Teacher Sense of Self-Efficacy Scale and Reality Shock Expectation Scale were used as data collection tools. In the study, it was observed that the self-efficacy beliefs of the teacher candidates were at a relatively high level, while their reality shock expectations were at a medium level. It was determined that teacher candidates' self-efficacy beliefs and reality shock expectations did not differ significantly according to gender, type of high school graduated and university preference order. It was determined that while teacher candidates' selfefficacy beliefs differed significantly according to the academic GPA variable, their reality shock expectations did not differ significantly according to the academic GPA variable. It was determined that there was a significant difference according to the variables of the branch and the type of school in which the teaching practice was carried out. In addition, the study concluded that there was no significant relationship between teacher candidates' self-efficacy beliefs and reality shock expectations. This situation was evaluated as the change in selfefficacy belief did not change in relation to the reality shock expectation, or conversely, the reality shock expectation did not change in relation to the self-efficacy beliefs of the teacher candidates. In line with the results obtained, in order to strengthen pre-service teachers' selfefficacy beliefs and minimize their reality shock expectations, it was suggested that the courses carried out in the faculty of education should be carried out in a way that theory and practice support each other, practical training should be emphasized, the duration of the teaching practice course should be increased, and support groups and counseling services should be presented to provide emotional and academic support to pre-service teachers during their undergraduate education.