The present study aims to identify pre-service physical education teachers' class management profiles, teachers’ self-efficacy and the relationship between their class management profiles and teacher self-efficacy beliefs. The universe comprised junior and senior students studying physical education teaching at six different universities (Ahi Evran University, Karadeniz Technical University, Atatürk University, KÄ±rÄ±kkale University, Gaziantep University, Selçuk University in Turkey). In data collection, the Turkish versions of the "Class Management Profile Scale" and Teacher Self-Efficacy Scale" were used. As for data analysis, arithmetic mean, standard deviation and Pearson's correlation coefficient were used. The findings indicated that the pre-service teachers had a general tendency for authoritative class management profile. It was also understood that pre-service teachers had a high level of self-efficacy beliefs and a positive correlation was observed between self-efficacy behaviors and general point average. Finally, a positive correlation was found between pre-service teachers' class management profiles (except the indifferent class management profile) and teacher self-efficacy beliefs, and the highest level of this correlation was observed in the authoritative class management profile.
Key words: Class management, teacher self-efficacy, physical education.
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