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Makale Özeti:
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The aim of this study is to investigate the relationship between the achievement goal orientations and self-efficacy beliefs of the candidate teachers. Moreover, another aim of the study is to determine whether the self-efficacy beliefs and the achievement goal orientations of the candidate teachers differ according to their gender, grades and departments. The study was carried out with the students of Faculty of Education who are studying at 2 and 4th grade of the departments Preschool Education, Primary School Education, Primary Science Education, Social Studies Education and Turkish Language Education at Dokuz Eylül University in the 2012-2013 Academic Years, Spring Term. The data for the study was gathered through the scales “Teacher Self-efficacy Scale” and “Achievement Goal Orientations Scale”. Findings showed that achievement goal orientation was significantly and positively correlated with self-efficacy beliefs. Findings also indicated that the achievement goal orientation tendency was a significant predictor of student engagement, instructional strategies, classroom management, and total professional self-efficacy beliefs; and performance avoidance orientation was an important predictor of instructional strategies, classroom management, and total professional self-efficacy beliefs. Finally it was found ascertained that the professional self-efficacy beliefs of the candidate teachers didn’t significantly differ according to their genders and the achievement goal orientations differed according to the gender, grade level, and the departments.
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