Abstract:

Effective classroom management is recognized as an important component of successful teaching and learning. However, observations made by lecturers in pre-service teacher training from a South African University, assessing pre-service teachers during Teaching Practice in schools show that many pre-service teachers experienced challenges in managing classrooms. This negatively influenced their classroom management efficacy as well as their confidence to teach. The study aimed at investigating third year pre-service teachers’ perceptions of their classroom management efficacy and examined how these perceptions influence their teaching efficacy.

This study is grounded in Albert Bandura’s Social Cognitive Theory. The research was aimed at investigating pre-service teachers’ self-perceived classroom management efficacy, identify factors influencing these perceptions, and examine the relationship between classroom management efficacy and teaching efficacy.

A qualitative research design was employed, drawing on reflections by pre-service teachers during their teaching practice placements. Data was collected through pre-service teachers’ reflections and was analysed using thematic analysis to identify patterns and themes related to classroom management experiences and perceived teaching competence.

The findings suggest that perceptions of the pre-service teachers about their classroom management efficacy influence their teaching efficacy positively or negatively. Challenges experienced by pre-service teachers in classroom management negatively affect their teaching confidence, while successful management strategies enhance teaching efficacy. The study contributes to teacher education by identifying areas where teacher training programs can strengthen classroom management preparation and support for pre-service teachers. The findings aim to inform the development of more effective training interventions that improve both classroom management competence and overall teaching efficacy in our future educators.

Keywords:

Classroom management efficacy, classroom management, efficacy, teaching efficacy.