The Predictive Power of the Pre-Service Teachers’ Self-Efficacy Beliefs upon Their Preparedness to Teach

Abstract

The aim of this study is to reveal the relationship between pre-service teachers’ self-efficacy beliefs and preparedness to teach. In this context, the model of the research is the relational screening model. The sample of the study consisted of 407 fourth grade pre-service teachers who were studying in a state university. Data were collected using three types of data collection tools. These, personal information form, self-efficacy belief scale and being ready for teaching. In the analysis of the data, correlation analysis, descriptive and multiple linear regression analysis were used. As a result of the research, it was determined that the pre-service teachers’ readiness and self-efficacy beliefs were high. In the study, it was found that there was a moderately significant and predictive relationship between the pre-service teachers’ self-efficacy belief and preparedness to teach. Various suggestions have been made based on the results of the research.