Efl Pre-Service Teacher’s Classroom Management Self- Efficacy: A Survey Study

Abstract

Classroom management is one of many critical skills that pre-service teachers, have in reaching the educational goals of their students. Self-efficacy or confidence in conducting classroom management for pre-service teachers, therefore, is also important. This research aims to identify EFL pre-service teachers’ classroommanagement self-efficacy. Although there has been a lot of research on classroom management, there have been limited studies conducted under the topic of classroom management self-efficacy for EFL pre-service teachers. To fill this void a survey study which is quantitative in nature. There were 97 respondents in this study from English Educational Department batch 2018 at private university in Yogyakarta,Indonesia. The data in this research werecollected by questionnaire adapted from Cetin (2013) which consist of 15 items and were divided into two dimensions: 1) Classroom Management Self-Efficacy, and 2) Results Expectation. To analyze the data, the researcher used descriptive statistics analysis with SPSSand Microsoft Excel as the tools. This study find that the EFL pre-service teachers believe that they can manage the class effectively and believe that their students’ success in lessons are directly relate with teachers’ effective classroom management. The Classroom Management Self-efficacy aspect obtained a slightly higher score with M=2.88 while Result Expectation aspect got the lowest one with M=2.82. This finding confirms the previous study from Cetin (2013) who also found that Classroom Management Self-efficacy has a greater mean score than Result Expectation dimension.