5. Uluslararası Bilim Kültür ve Spor Kongresi, Türkistan, Kazakhstan, 13 - 15 April 2016, pp.149
Teachers’ self-efficacy beliefs are shaped by their professional knowledge, skills, and efficacies, and their ability to handle problematic situations that arise on occasion. To better serve the professional development needs of the college of physical education and sports (CPE&S) graduates, it is important to compare the self-efficacy beliefs of them to the graduates of the other majors.
Therefore, the purpose of this study was to identify the levels of self-efficacy beliefs of the CPE&S graduates and the graduates of other majors and to examine the beliefs in relation to some demographic variables including gender, age, and marital status. The participants of the study were 120 trainees enrolled in pedagogical formation training programs within the 2014 – 2015 academic year, 72 of which were from Recep Tayyip Erdogan University and 48 were from Adnan Menderes University.
The data collection instrument was the Teachers’ Sense of Efficacy Scale’ (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001) adapted to Turkish by Çapa, Çakıroğlu & Sarıkaya (2005). The scale consisted of three dimensions: (a) student participation, (b) instructional strategies, and (c) self-efficacy regarding classroom management. The data have been analyzed employing one-way ANOVA and t-Test procedures within IBM SPSS 23 program and the results will be presented at the conference and answers the teacher candidates will be determined by assessing the extent to affect self-efficacy