Examination of the Relationship between Competencies of Candidate Teachers in Classroom Management and Teacher Efficacy

Abstract

The aim of this study is to examine the relationship between competencies of candidate teachers in classroom management and teacher efficacy. This descriptive research is in correlational survey model. The study group consists of a total of 368 students studying in the pedagogical formation program at Aydın Adnan Menderes University. In order to collect the data, Competencies of Candidate Teachers in Classroom Management Scale and Ohio Teacher Efficacy Scale were used. Normality tests, correlation coefficient, regression analysis, independent sample t-test and ANOVA were used in data analysis. As results, a significant difference was not found between competencies of teacher candidates in classroom management and teacher efficacy mean scores according to their gender. While the mean scores competencies in classroom management differ significantly in favor of teacher candidates with teaching experience; there was no significant effect of teaching experience on teacher efficacy mean scores There is a significant positive relationship between the participants' competencies in classroom management and teacher efficacy mean scores, and teacher candidates' competencies in classroom management are a significant predictor of teacher efficacy. In addition, there is a significant difference in the competencies in classroom management and teacher efficacy mean scores of the teacher candidates according to their age between aged 25 and under and aged 31 and over, in favor of the participants aged 31 and over.

Academic Procrastination among Indonesian University Learners: Interaction with Cheating, Absenteeism, and L2 Achievement

“…They reported that academic procrastination among learners correlated positively and moderately with their AtC. The similarity between the finding of the present study conducted in an L2 context and that of a study by Saracaloğlu et al (2021) conducted outside the L2 context may give an early picture of the direction of interaction between academic procrastination and AtC. Intuitively speaking, procrastinating learners may find themselves with limited time left to complete tasks because they delay working on the tasks until much later.…”

“…However, their study eventually reported that there was no association between learners' academic procrastination with academic dishonesty. In comparison, a study in Iran by Saracaloğlu et al (2021) reported that academic procrastination among graduate and undergraduate learners correlated positively and moderately with their attitude toward cheating. Thus, the relationship between procrastination and cheating has not been firmly established.…”