Pre-Service Physical Education Teachers' Preference for Class Management Profiles and Teacher's Self-Efficacy Beliefs

The present study aims to identify pre-service physical education teachers' class management profiles, teachers' self-efficacy and the relationship between their class management profiles and teacher self-efficacy beliefs. The universe comprised junior and senior students studying physical education teaching at six different universities (Ahi Evran University, Karadeniz Technical University, Ataturk University, Kirikkale University, Gaziantep University, Selcuk University in Turkey). In data collection, the Turkish versions of the "Class Management Profile Scale" and "Teacher Self-Efficacy Scale" were used. As for data analysis, arithmetic mean, standard deviation and Pearson's correlation coefficient were used. The findings indicated that the pre-service teachers had a general tendency for authoritative class management profile. It was also understood that pre-service teachers had a high level of self-efficacy beliefs and a positive correlation was observed between self-efficacy behaviors and general point average. Finally, a positive correlation was found between pre-service teachers' class management profiles (except the indifferent class management profile) and teacher self-efficacy beliefs, and the highest level of this correlation was observed in the authoritative class management profile.