Self-efficacy beliefs of prospective teachers regarding classroom management
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Date
2021
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Publisher
UMT Lahore
Abstract
The purpose of this study was to explore the self-efficacy beliefs of prospective teachers regarding classroom management. This study used a qualitative phenomenology research design. Data were collected through semi-structured interviews with ten prospective teachers studying in the teacher training program in a public university. They were selected through purposive sampling. Data collected through semi-structured interviews from prospective teachers and analyzed by using within the case (profiles) and cross-case analysis technique. The analysis of the data revealed that prospective teachers have strong efficacy beliefs regarding classroom management. They were more passionate and enthusiastic about teaching. It has been concluded that teachers need to establish a strong and healthy relationship with students to maintain classroom management effectively. The findings have been discussed from various perspectives, and some suggestions which are based on findings have been put forward to policy makers, practices, and for future researches.