The effects of pre-service teachers' self-efficiency beliefs on their ethical sensitivity levels in classroom management

The aim of this study is to determine the ethical sensitivity levels in classroom management and self-efficacy beliefs of pre-service teachers, and the effect of self-efficacy on ethical sensitivity. In the study, convergent parallel design, which is one of the mixed method models in which both qualitative and quantitative research methods take place together, is used. The population and the working group of the study include the pre-service teachers who are studying at the departments of pre-school, primary school, Turkish, social science, science, elementary mathematics and English languages at Akdeniz University in 2017-2018 academic year. In the quantitative part of the study, the questionnaire gathered from 437 pre-service teachers and in the qualitative part of the study school experience reports, individual and focus interviews of 21 teacher candidates were assessed. As a quantitative data collection tool a questionnaire, which consists of three parts was used. In the first part, there is "Ethical Sensitivity in Classroom Management" assessment instrument, which is a fivepoint Likert type, developed by the researcher in order to determine the ethical sensitivities of the pre-service teachers about the situations, which they can confront in the class; in the second part, there is "Self-Efficacy Beliefs Scale", the nine-point Likert type, developed by Tschanen-Moran and Woolfolk-Hoy (2001) and adapted to Turkish by Çapa, Çakıroğlu and Sarıkaya (2005) and in the third part, there are several questions related to their personal knowledge. As qualitative data collection tool, school experience reports of pre-service teachers for document analysis and semi-structured interview forms for individual and focus group interviews were used. In the analysis of the quantitative data, percentage, frequency, means, standard deviation, Pearson correlation coefficient, hierarchical, multiple linear regression analysis and in case the assumptions of parametric tests were satisfied, t-test for independent samples and one-way ANOVA were used. If they were not satisfied, Kruskal Wallis test was utilised. In qualitative analysis, descriptive analysis and content analysis were conducted. As a result of the study, it was determined that the ethical sensitivity levels of pre-service teachers differed significantly in some dimensions in terms of gender, age, program and the reason for choosing a teaching profession variables. The selfefficacy beliefs of the pre-service teachers also differed significantly in the demographic variables except parental education status and parental occupation. There is a significant positive relationship between ethical sensitivity and selfefficacy belief. Self-efficacy belief in student engagement and classroom management has been found to be a significant predictor of ethical sensitivity in some dimensions