Teacher Candidates’ Sense of Self-Efficacy Toward Classroom Management

Abstract

The authors examined differences in self-efficacy regarding classroom management practices between alternative teacher candidates (alternative certification [AC]) and traditional teacher candidates (traditional certification [TC]) at one university. The Teachers’ Sense of Efficacy Scale was used as the pre-/post-instrument in a course on classroom management. Quantitative data indicated nonsignificant mean scores for engagement, instructional strategies, and classroom management. Classroom management tools, change in dispositions, and instructional strategies were identified as qualitative themes. Results suggested more ways to authentically involve candidates in understanding and implementing classroom management practices to enhance sense of self-efficacy should be included in teacher preparation programs and courses on classroom management.