Self-efficacy beliefs of students who take the pedagogic training program in the faculty of arts and sciences and students in the education faculty towards teaching profession

Abstract

The aim of this study is to compare self-efficacy beliefs of students who take the pedagogic training program in the Faculty of Arts and Sciences and students from Education Faculty towards to teaching profession in terms of a variety of variables. A total of 338 teachers were included in the study held as part of the relational model of screening. The data collected with measurement tool which name is Teachers' Self Efficacy Scale, were analyzed using SPSS statistical software. As a result, it is derived that there is no statistically significant difference between the self-efficacy beliefs of students who take the pedagogic training program in the Faculty of Arts and Sciences and students in the Education Faculty towards the teaching profession. In addition, teachers' self-efficacy perceptions of boys attending faculty of education were found to be higher than girls. However, the difference between reasons for choosing the teaching profession and day or night classes was not statistically significant. Moreover, it is identified that perceptions of self-efficacy pedagogic training students in the faculty of science do not differ as per gender and day or night classes.

An investigation of self-efficacy beliefs in terms of the reasons for the choice of the teaching profession by teacher candidates

“…According to Yavuz (2009), self-efficacy had an influence on choosing the teaching profession by university students. Contrary to the results of this study, Elkatmis et al (2013) determined no significant difference between self-efficacy beliefs and the reasons for the choice of the teaching profession by teacher candidates studying at Primary School Education.…”

Relationships between teachers creativity fostering behaviors and their self-efficacy beliefs

“…Yılmaz and Bokeoglu (2008) stated that no significant differences existed between classroom and subject matter teachers in terms of self-efficacy. Results that found no differences in self-efficacy based on subject matter were also obtained in studies conducted on teacher candidates (Elkatmıs et al, 2013;Saracaoglu et al, 2013). However, Cakır et al (2006 identified that self-efficacy beliefs of teacher candidates in social areas were higher than those of Science and Mathematics and Gurbuzturk and Sad (2009) stated that Art, Music and Classroom teacher candidates in had higher self-efficacy beliefs compared to teacher candidates in Science, mathematics and English departments.…”

“…Study results that show no significant differences between male and female teacher candidates' self-efficacy beliefs also support this finding (Baykara, 2011;Tabancalı and Celik, 2013). However, there are studies that indicate males have higher self-efficacy among teacher candidates (Saracaoglu et al, 2013;Elkatmıs et al, 2013) and among classroom teachers (Korkut and Babaoglan, 2012) and females have higher elf-efficacy among teacher in vocational schools (Ekici, 2006). As we can see, study results are varied.…”

Perceived Teacher Self-Efficacy of Teacher Candidates Enrolled in the Pedagogical Formation Certificate Program

“…Also, according to Çapri and Çelikkaleli's (2008) study, teacher self-efficacy differs according to faculties. However, there are studies (Ilgaz, Bülbül & Çuhadar, 2013;Elkatmış, Demirbaş & Ertuğrul 2013) that found no faculty effect on teacher self-efficacy. Conducted with students enrolled in a university's pedagogical formation program, Dadandı et al's (2016) study determined no difference between these two groups.…”