CORRELATIONS BETWEEN TEACHERS' SENSE OF SELF-EFFICACY AND CLASSROOM MANAGEMEN

In this research we are investigating the relations between teachers' self-perceived efficacy and their classroom management practices. Prior researches [1] have found that teachers' sense of self-efficacy, the belief that they can have a positive effect on student learning and behaviours, appears to be related to teachers' classroom management practices: the greater the teacher's sense of personal efficacy, the more humanistic the teacher's pupil control orientation. Teachers who believed that students must be controlled and cannot be trusted were also more likely to believe that extrinsic rewards are necessary to motivate the students. We consider that the teachers' systems of beliefs regarding their own efficacy (students) will influence their preference for management classroom profile.