Research Information System
Multidisciplinary Academic Conference on Education, Teaching and Learning, PRAG, Czech Republic, 9 - 10 December 2016, pp.189-197, (Full Text)
Teachers’ self-efficacy belief is one of the main factors affecting their behaviors in the classroom and their students’ learning. Considering that the teacher training process is an important process in the development of their self-efficacy belief, it is crucial to determine their self-efficacy beliefs, and reveal the factors affecting these beliefs in terms of planning the process more effectively. This study aims to examine and model the relationship of pre-service teachers’ professional self-efficacy beliefs with their occupational anxiety and attitude levels using the Structural Equation Modelling (SEM) technique. The findings obtained indicated that the model was statistically significant and the fit indices of the models satisfied the recommended level of acceptable fit.