Measuring Classroom Management Self-Efficacy Within an Educator Preparation Program: An Examination by Field and Comparison to Practicing Service Professionals

• In Event: 58.082 - Roundtable Session 25
  In Roundtable Session: 58.082-1 - Teacher Perspectives on Classroom Management and Teacher Self-Efficacy

Abstract

Classroom management has been a concern plaguing the teaching and learning process over the past century (Hicks, 2012). The researcher gauges classroom management self-efficacy of candidates within an educator preparation program and compares it to practicing educators, while also examine differences among field. Thus, the purpose of this case study is to 1) discuss the history of classroom management course in general and this teacher education program in particular; 2) share the instrument and methods to collect and analyze self-efficacy; 3) report overall results and those by type of educator (pre- vs. in-service) and by field; and, 3) interpret findings and deliver recommendations for this and potentially other teacher preparation programs.

Authors

• Mary E. Yakimowski, Samford University

• Karen C. Waters, Sacred Heart University

• Charles Britton, Sacred Heart University