Akademik Veri Yönetim Sistemi
5. BİLSEL INTERNATIONAL KIBYRA SCIENTIFIC RESEARCHES, 5 - 06 Temmuz 2025, ss.275-279, (Tam Metin Bildiri)
The interpretation of teacher candidates' self-efficacy beliefs is fundamental to the development of teacher training programs and implementing more impactful instructional practices. The present study aims to investigate the self-efficacy beliefs of teacher candidates in English as a foreign language, particularly in the context of their espoused theories about student engagement, classroom management, and instructional practices. The study employed a quantitative research design with 31 third-year teacher candidates from Hatay Mustafa Kemal University, Department of English Language Teaching in Türkiye. Data collection was conducted by means of the Teachers’ Sense of Efficacy Scale (TSES), constructed by Tschannen-Moran and Woolfolk Hoy (2001) and translated into Turkish by Çapa et al. (2005). The obtained data were analysed using SPSS 20.0 and the results of descriptive statistical analysis were acquired. The findings revealed that participants' self-efficacy levels were moderate to high in the specified contexts. In this regard, the highest average appeared to be in classroom management, followed by student engagement and then instructional strategies. When the results were evaluated, although the self-efficacy beliefs of the prospective teachers were considerable, this belief may be deceptive since they lack practical teaching experience and sufficient professional knowledge. Accordingly, more in-field education and practical teaching experience should be integrated into the teacher training program so that the self-efficacy beliefs of prospective teachers are in harmony with their actual knowledge and skills.
Note: This study was derived from the quantitative data of the researcher's doctoral thesis published at Çukurova University in 2025.
Keywords: self-efficacy beliefs, espoused theories, student engagement, classroom management, instructional strategies