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.