The relationship of self-efficacy of pre-service teachers with their classroom management readiness and implementation

In this study, main aim was to study both the efficacy of pre-service teachers and its relation to their readiness to manage their classrooms. The effect of practicum on participating pre-service teachers? perceptions and implementation was also aimed to be explored. Moreover, the relationship between pre-service teachers? perceptions and implementation in real teaching environment was investigated. In order to explore these aims both qualitative (reflective journal and interview) and quantitative research methods (observation and questionnaire) were administered to get clear and in depth results.For the purposes of the study, thirty-six fourth year pre-service teachers participated in this study. The pre-service teachers were administered a survey which was adapted from Baker?s (2002) `teacher readiness scale? to measure their readiness for managing challenging classroom behaviors. In addition, their sense of efficacy was measured by a five point Likert-type subscale (Tschannen-Moran & Woolfolk Hoy, 2001). In order to explore their readiness in a detailed way, the students were asked to keep reflective journals on their classroom management after their practicum. To support the qualitative data from journal entries, semi-structured interviews were held with the participating students. Finally, randomly selected ten students were observed during their practicum twice, to explore their readiness in the real teaching environment.The analysis of the quantitative data results of the study revealed that there is a significant relationship between the pre-service teachers? classroom management efficacy and their readiness to manage the challenging classroom behaviors. Furthermore, the analysis of which aim is to see the impact of practicum on pre-service teachers? classroom management efficacy and readiness demonstrated that the practicum period had a positive impact on pre-service teachers? efficacy and readiness regarding classroom management. However, no significant difference was found in the implementation of classroom management skills of pre-service teachers in real teaching environment. In other words, the practicum did not have a positive effect on pre-service teachers? classroom management skills in real teaching environment. Lastly, the analysis of qualitative data revealed that pre-service teachers perceived their practicum as effective but insufficient for their classroom management skills? improvement because of time limitation, other responsibilities, inadequate feedback sessions and having to teach three levels in six class hours.