Abstract

This study aims to identify whether prospective teachers’ educating-teaching self-efficacy differs depending on the factors of gender, grade level, type of high school graduated, academic achievement, departments they attend, whether they chose these departments purposefully and their reasons for choosing the profession. The participants are 501 volunteer prospective teachers, 327 females and 174 males, attending Education Faculty (Departments of Classroom Teaching, Preschool teaching, Science Teaching and Social Sciences Teaching) at Çukurova University during 2010-2011 academic year. The data were collected through “Educating-Teaching Selfefficacy Scale” developed by Kan (2007) and Personal Information form developed by the researchers. The data were analyzed using ANOVA, t-test, Kruskal Wallis and Mann Whitney U tests. In addition, means, standard deviations and frequency values were computed. In conclusion, data collected from educating-teaching self-efficacy scale and its subscales revealed statistically significant differences depending on grade level, whether they chose these departments purposefully, their reasons for choosing the profession and departments they attend.

Key words: Prospective teachers, teacher self-efficacy, educating-teaching self-efficacy