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The study was conducted to examine the changes in self-efficacy beliefs in prospective teachers during a
Master’s level pre-service teacher education program, and sampled 96 female and 20 male student teachers
from a public university in Pakistan. A 5-point, Likert-type scale incorporating the four factors: locus of control,
persistent behavior, classroom anxiety and professional mastery beliefs, was constructed by using factor
analysis to assess self-efficacy beliefs in unique cultural and social norms of Pakistan. Results for the above
sample of education programs (Masters Elementary Education, Secondary Education, and Science Education)
indicated that prospective teachers’ self-efficacy beliefs on all four factors significantly decreased from the first
semester to the fourth semester. Similar situation was found on the sample of three teacher education programs
on the composite scale. Results of the study with possible implications to policy makers and educators are
discussed.
Sadia Shaukat, Hafiz M. Iqbal. (2013) Measuring Self-Efficacy Beliefs in Prospective Teachers During Pre-service Teacher Education Program, Pakistan Journal of Social and Clinical Psychology, Volume 11, Issue 2.
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