The nature of the relationship between teaching concerns and sense of efficacy

BOZ Y., BOZ N.

EUROPEAN JOURNAL OF TEACHER EDUCATION, vol.33, no.3, pp.279-291, 2010 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 33 Issue: 3
  • Publication Date: 2010
  • Doi Number: 10.1080/02619768.2010.490910
  • Journal Name: EUROPEAN JOURNAL OF TEACHER EDUCATION
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.279-291
  • Keywords: pre-service teacher education, student teachers, teacher education, teaching concerns, sense of efficacy, SELF-EFFICACY, STUDENT-TEACHERS, CHILDRENS ACHIEVEMENT, PRESERVICE TEACHERS, BELIEFS, TAIWAN
  • Middle East Technical University Affiliated: Yes

Abstract

This study examined the relationship between prospective teachers' concerns about their teaching and their beliefs about their sense of efficacy. Three hundred and thirty-nine prospective teachers participated in this study. Two instruments, the 'Teaching Concerns Checklist' and the 'Teachers' Sense of Efficacy Beliefs Scale', were used to elicit the participants' teaching concerns and their sense of efficacy. Canonical correlation analysis, conducted to explore the relationships between these two constructs, revealed that concern variables were negatively correlated with efficacy variables. This means that if teachers believe their efficacy is weaker, they tend to have more concerns about teaching. The results of this study have implications for teacher education programmes.