Empowering Future Educators: Understanding Pre-service Teachers’ Self-efficacy in Instruction and Classroom Management

Abstract

Introduction: Classroom management decision difficulty is consistently reported among the top reasons given by both novice and experienced teachers in the teaching profession. To achieve positive learning, we must understand the issues related to teacher self-efficacy that may influence classroom management decisions. Aim: This study investigated pre-service teachers' self-efficacy in making classroom management decisions as they progressed through the professional development sequence. Methodology: Quantitative descriptive research methodology was employed. The Proportional stratified sampling technique was used to select 225 students across colleges and programs. Questionnaires were administered for data collection in this study. Means and standard deviations were used to analyse the data. Findings: Findings indicated that pre-service teachers have higher levels of classroom management decision self-efficacy and instructional self-efficacy. Conclusion: The practical implication is that this study highlights the importance of building and maintaining self-efficacy through teacher preparation programs and ongoing professional development in Ghana's educational institutions, thereby enhancing the quality of teaching and ultimately benefiting students' academic experiences.