Pre-Service Teachers' Beliefs About Classroom Management - The Mediating Role in the Relationship Between Perceptions of Teacher Education and Self-Efficacy in Inclusive Classroom Management

Oct 15, 2026

Uploaded by Ophelia

Inclusive classrooms can expose children with special educational needs to discrimination when academic support does not meet their requirements, limiting full access to inclusive education. Ineffective classroom management (CM) is linked to teachers’ classroom management self-efficacy, yet how CM training shapes perceived competence remains underexamined. This study tests a mediation model using structural equation modelling with 480 pre-service teachers, showing CM beliefs mediate the link between perceptions of CM courses and CM self-efficacy and highlighting targeted, observation-based interventions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages33

Reading Time1 h 23 min

AccessFree to download

Abstract

Introduction

Literature Review

Conceptualizing Classroom Management

TOJET: The Turkish Online Journal of Educational Technology – January 2026, volume 25 Issue 1 Pre-Service Teachers' Beliefs About Classroom Management: The Mediating Role in the Relationship Between Perceptions of Teacher Education and Self-Efficacy in Inclusive Classroom Management Yogaranee SAKTHIVEL Department of Educational Psychology, Faculty of Education, University of Colombo, Sri Lanka [yogaranee@edpsy.cmb.ac.lk](yogaranee@edpsy.cmb.ac.lk) ORCID:0009-0000-7803-3206 ABSTRACT Children with special educational needs often experience discrimination in inclusive classrooms when their academic needs are not adequately met, restricting their opportunities to benefit fully from inclusive education. Poor inclusive classroom management (CM) has frequently been identified in the literature as a key factor contributing to this issue, closely linked to teachers’ self-efficacy in CM—beliefs about their ability to manage inclusive classrooms effectively. While several studies show that teacher education courses incorporating CM training can strengthen these beliefs, the mechanisms through which such training shapes teachers’ perceived competence remain underexplored. To fill this gap, this study proposes a mediation model based on the integrated model of Tschannen-Moran et al. (1998) to examine whether pre-service teachers' beliefs about CM mediate the relationship between their perceptions of teacher education courses and their self-efficacy in CM. Data were collected online from a convenience sample of 480 pre-service teachers from a state university and National Colleges of Education in Sri Lanka, using standardized scales to measure teacher perceptions, self-efficacy in CM and CM beliefs. The data were analyzed using covariance-based structural equation modelling with AMOS to test the hypothesized relationships. The findings, grounded in both statistical and theoretical bases, revealed the mediating role of CM beliefs—both fully and partially—in the connection between perceptions of CM coursesand self-efficacy for CM, underscoring the importance of CM beliefs in enhancing CM self-efficacy rather than the direct influence of course perceptions. The study advocates targeted interventions focusing on inclusive practices, including structured classroom observations to evaluate pre-service teachers' CM skills. These are essential for fostering CM beliefs and creating more equitable and supportive learning environments for all students. Keywords: Classroom Management Beliefs, Classroom Management Self-efficacy, Inclusive Education, Mediation, Pre-service Teachers. INTRODUCTION Among many teaching responsibilities, classroom management (CM) remains crucial in predicting students’overall performance in the classroom (Brophy, 1987; Emmer & Stough, 2001 ; New South Wales Department of Education, 2020). However, CM has become a significant concern for pre-service teachers (PSTs) because student disruptions have risen significantly in modern classrooms, due to the presence of diverse students with various needs (Main & Hammond, 2008; New South Wales Department of Education, 2020; Patterson & SeabrooksBlackmore, 2017; Woodcock et al., 2012; Yogaranee, 2024) . This situation often leads to exhaustion and a desire to leave the teaching profession early (Aloe et al., 2014; Brouwers & Tomic, 1999; Dicke et al., 2014 ; Friedman, 1995; Tsouloupas et al., 2010) . To retain prospective teachers in the teaching profession, initial teacher education (ITE) institutions must equip them with the skills necessary for successfully implementing CM, ensuring there is no significant gap between what they learn and the demands of real classrooms (Greenberg et al., 2014; O’Neill & Stephenson, 2012) . To accomplish this, the curriculum should include relevant CM coursework that critically shapes how these teachers are prepared to handle future classroom challenges by emphasizing effective strategies to address students’behavioral issues and pr

FAQs

What problem does the study address in inclusive classrooms?

It addresses discrimination against children with special educational needs when academic needs are not adequately met, and the role of classroom management challenges in contributing to this issue.

How does the study model the relationships among variables?

It proposes that pre-service teachers’ beliefs about classroom management mediate the relationship between their perceptions of teacher education courses and their self-efficacy in classroom management.

What evidence does the study use and what method is applied?

Data come from an online convenience sample of 480 pre-service teachers using standardized scales, and the hypothesized relationships are tested with covariance-based structural equation modelling using AMOS.

Oct 15, 2026

Uploaded by Ophelia