ABSTRACT
The present mixed-methods study investigated classroom management self-efficacy (CMSE) beliefs of early childhood pre-service teachers in Lebanon. Vicarious experiences, through observation of an in-service teacher, were analysed for efficiency in supporting the development of pre-service teachers’ CMSE beliefs. The sample consisted of 23 students who completed a pre- and post-observation survey measuring CMSE; five students participated in pre- and post-observation focus group interviews. Results indicated CMSE beliefs did not undergo a statistically significant change following pre-service teachers’ observations, but several trends were noted through the focus group interviews, including a shift from emphasising reactive behaviours to more proactive ones. All pre-service teachers voiced their desire for additional mastery experiences to aid in the development of their CMSE beliefs. Practical implications and recommendations were discussed.
Disclosure statement
No potential conflict of interest was reported by the author(s).