Teaching Efficacy and Teaching Performance Among Student Teachers in a Jordanian Childhood Education Program

Abstract

This study aimed to investigate the teaching efficacy of student teachers in the Childhood Education Program at the University of Jordan. The sample consisted of (106) female student teachers. The Teacher Efficacy Scale and the Effective Teaching Behaviors Scale were used to collect the data of this study. Results showed that a third of the student teachers had an internal locus of attribution, whereas two thirds had an external locus of attribution. Data showed that student teachers who had high levels of internal attribution also had a higher capacity to utilize effective teaching strategies compared to those with high levels of external attribution. The relationship between student teachers' locus of attribution and ratings on instructional practices was strongly significant. Recommendations for teacher education are discussed.