Chapter 11: Beliefs of Turkish Preservice Elementary Teachers Regarding Science Teaching Efficacy and Classroom Management

The purpose of this study was to explore Turkish preservice elementary teachers’ science teaching efficacy and classroom management beliefs. Specifically the study explored the interrelationships between teacher efficacy beliefs and classroom management beliefs of participants. Data in this study were collected from 234 preservice elementary teachers utilizing the Science Teaching Efficacy Belief Instrument and the Attitudes and Beliefs on Classroom Control (ABCC) Inventory. Data analysis indicated that participants expressed positive efficacy beliefs regarding science teaching. In addition, results of the study revealed that participants were interventionist on the Instructional Management subscale, whereas they favored a noninterventionist style on the People Management subscale of the ABCC Inventory. Furthermore, preservice elementary teachers who have higher outcome expectations from teaching tend to have more interventionist beliefs about instructional management.