The Predictive Power of the Pre-Service Teachers’ Self-Efficacy Beliefs upon Their Preparedness to Teach

Abstract

The aim of this study is to reveal the relationship between pre-service teachers' self-efficacy beliefs and preparedness to teach. In this context, the model of the research is the relational screening model. The sample of the study consisted of 407 fourth grade pre-service teachers who were studying in a state university. Data were collected using three types of data collection tools. These, personal information form, self-efficacy belief scale and being ready for teaching. In the analysis of the data, correlation analysis, descriptive and multiple linear regression analysis were used. As a result of the research, it was determined that the pre-service teachers' readiness and self-efficacy beliefs were high. In the study, it was found that there was a moderately significant and predictive relationship between the pre-service teachers' self-efficacy belief and preparedness to teach. Various suggestions have been made based on the results of the research.

The Readiness of Primary and Preschool Pre-Service Teachers' for Teaching Profession in Turkey: A Mixed Methods Research

“…It was determined that the primary education pre-service teachers were at a moderate level of readiness to teach. In contrast to the results of this research, Aybek and Aslan (2019) stated that preservice teachers in their study were prepared to teach at a high level. Additionally, Crosswell and Beutel (2012) revealed positive results on pre-service teachers' preparedness to teach in their study.…”

“…Conducted studies show that the education on training effective and qualified teachers is inadequate (Peske & Haycock, 2006), that the relationship between the training of pre-service teachers and what schools expect are incompatible (Adamson, 2012), and that teachers are not qualified for pre-service training and do not feel prepared for the teaching process (Ataş- Akdemir, 2019;Aybek & Aslan, 2019;Blomberg & Knight, 2015;Brown et al, 2015;Fontaine, Kane, Duquette & Savoie-Zajc, 2011;Karakaya, Uzel, Gül & Yılmaz, 2019;Liston, Whitcomb & Borko, 2006). The strongest part of these studies is about the fact that effective and qualified teacher training increases student success (Beare, Torgerson, Marshall, Tracz & Chiero, 2012;Cochran Smith & Power, 2010;Feuerstein, 2011).…”

Investigating the Relationships between Preservice Teachers’ Teacher Readiness, Attitude towards Teaching Profession, and Organizational Attraction through Structural Equation Modeling

“…In this sense, Brown et al (2021) reported that both the readiness perceptions and teaching efficacy of preservice teachers increased significantly during their period of teaching practicum. In addition, Aybek and Aslan (2019) found that prospective teachers had high levels of readiness and self-efficacy belief, and that a moderately significant and predictive relationship was shown to exist between preservice teachers' self-efficacy beliefs and their teacher readiness.…”

“…Furthermore, several studies have investigated preservice teachers' readiness level through different variables. For example, some studies examined the relationship between teacher readiness and teacher efficacy (Brown et al, 2021;Faez & Valoe, 2012;Housego, 1992), and others examined the relationship between teacher readiness and self-efficacy (Aybek & Aslan, 2019;Zientek, 2007). In this sense, Brown et al (2021) reported that both the readiness perceptions and teaching efficacy of preservice teachers increased significantly during their period of teaching practicum.…”

Sentimiento de Autoeficacia en Futuros Docentes: Revisión Sistemática en Iberoamérica 2015-2021

“…Dada la importancia del constructo en el desempeño de los docentes, inevitablemente hay que preguntarse si la formación que reciben durante sus estudios les permite alcanzar un nivel elevado de autoeficacia. En el ámbito anglosajón son diversos los estudios que se han llevado a cabo al respecto (Aybek y Aslan, 2019;Bedel, 2016;Depaepe y König, 2018;Schwaba, 2019;Siwatu y Chesnut, 2015). Sin embargo, las publicaciones en lengua española y portuguesa son menores en cuanto a número y aparecen muy dispersas, lo que dificulta su localización y aprovechamiento para una adecuada formulación del estado de la cuestión en el que se halla esta línea de investigación.…”