Self-Efficacy Beliefs of Prospective Teachers Regarding Classroom Management: Evidence from Two Case Studies

Abstract

Self-efficacy beliefs play an important role in the development of prospective teachers as effective classroom managers. The purpose of this study was to explore the self-efficacy beliefs of prospective teachers regarding classroom management. This study used a qualitative case study research design. Data were collected through semi-structured interviews with two prospective teachers studying in the teacher training program at a public university. They were selected through purposive sampling. Additionally, data were analyzed using the within-the-case analysis technique. The data analysis revealed that prospective teachers have strong efficacy beliefs regarding classroom management. They were more passionate and enthusiastic about teaching. However, one participant was not confident in implementing strategies related to diversity. Though this is a small-scale study comprising of only two brief case studies, it is hoped that the participants’ detailed descriptions in this study will provide some guidance to school principals, administrations, curriculum developers, teacher trainers, and policymakers.