The relationship among self-efficacy, self-esteem and subjective well-being levels of prospective teachers

Abstract EN

This research was conducted in order to examine the relationship among self-efficacy, selfesteem and subjective well-being levels of prospective teachers.

The research is of descriptive quality.

The study group is composed of the first-year, second-year, third-year and fourth-year students of the Department of Elementary Classroom Teaching at the Faculty of Education in Erzincan University.

The “Teachers’ Sense of Self-Efficacy Scale” (TSSES), which was developed by Tschannen-Moran and Woolfolk Hoy (1998) and adapted to Turkish by Çapa, Sarıkaya and Çakıroğlu (2005), as well as the “Rosenberg’s Self-Esteem Scale” (RSES), which was developed by Rosenberg (1965) and adapted to Turkish by Çuhadaroğlu (1985), were administered to the prospective teachers.

The Positive and Negative Affect Schedule (PANAS), which was developed by Watson et al., (1988) and adapted to Turkish by Gençöz, was also administrated to these prospective teachers.

In view of the findings obtained in the research, it was concluded that self-efficacy did not exhibit a significant difference in terms of gender and class level; that no significant difference was observed between subjective wellbeing and class level; and that there was no significant difference between subjective wellbeing and gender.

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