The predictors of senior pre-service teachers’ teacher self-efficacy: achievement goal orientations, and communication skills
The predictors of senior pre-service teachers’ teacher self-efficacy
Abstract
The purpose of the study was to determine how pre-service teachers with high and low level of teacher self-efficacy beliefs are predicted by achievement goal orientations, communication skills, department, and academic achievement scores of senior pre-service teachers by logistic regression analysis. The study was conducted with a disproportionate stratified sampling, and a total of 2542 teacher candidates from 7 geographical regions of Turkey. The data were collected through Teacher self-efficacy perception scale, Achievement goal orientation scale, and Communication skills scales with personal information form. With the scope of the research, it was concluded that the main factors affecting an individual's teaching profession perception score below/over the average were all the predictive variables that were included in the model. Communication skills, achievement goal orientation, academic achievement, and department did significantly contribute to the probability of high level of teacher self-efficacy. It can be said that as achievement goal orientation, academic achievement and communication skills increase, the probability of an individual's perception of teaching profession to be above the average increases.
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