Measuring Self-Efficacy Beliefs in Prospective Teachers During Pre-service Teacher Education Program

Abstract

The study was conducted to examine the changes in self-efficacy beliefs in prospective teachers during a Master’s level pre-service teacher education program, and sampled 96 female and 20 male student teachers from a public university in Pakistan. A 5-point, Likert-type scale incorporating the four factors: locus of control, persistent behavior, classroom anxiety and professional mastery beliefs, was constructed by using factor analysis to assess self-efficacy beliefs in unique cultural and social norms of Pakistan. Results for the above sample of education programs (Masters Elementary Education, Secondary Education, and Science Education) indicated that prospective teachers’ self-efficacy beliefs on all four factors significantly decreased from the first semester to the fourth semester. Similar situation was found on the sample of three teacher education programs on the composite scale. Results of the study with possible implications to policy makers and educators are discussed.