Kurt, HakanEkici, GulayGungor, Fatih2024-02-232024-02-2320141877-0428https://doi.org/10.1016/j.sbspro.2014.01.299https://hdl.handle.net/20.500.12452/125625th World Conference on Educational Sciences (WCES) -- FEB 05-08, 2013 -- Rome Sapienza Univ, Rome, ITALYThe main purpose of this study is to analyze the effect of classroom management course on self-efficacy perceptions of student teachers regarding teaching process. This study was prepared according to pre and post-test design, being one of the simple experimental design techniques. To collect the data, self-efficacy beliefs of student teachers towards teaching process instrument was used. In addition to descriptive statistics and paired samples t-test were used to analyze the data. According to the results of the study, self-efficacy perceptions of student teachers towards teaching process was found high and classroom management course have a positive and medium leveled effect on self-efficacy beliefs regarding teaching process. While there is no significant relationship between self-efficacy perceptions of student teachers regarding teaching process and their gender, overall academic achievement of student teachers has a significant effect on their self-efficacy perceptions. (C) 2013 The Authors. Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Academic World Education and Research Center.eninfo:eu-repo/semantics/openAccessPedagogical Formation CoursesClassroom ManagementSense Of Self-EfficacySelf-Efficacy Perceptions Regarding Teaching ProcessStudent TeachersConference Object116791795WOS:00033547120014110.1016/j.sbspro.2014.01.299