Pre-Service Teacher Self-Efficacy for Classroom Management and Evidence Based Practices for Managing Classroom and Challenging Behaviors

This study investigated the relationship between pre-service teachers' self-efficacy (TSE) and their knowledge of evidence-based practices. Teacher self-efficacy, defined as the belief in one's ability to achieve specific teaching goals, plays a pivotal role in shaping teaching behaviors and student outcomes. Evidence-based practices, grounded in scientific research, are essential for effective teaching and problem-solving in diverse classroom settings. This study highlighted the importance of the two specific resources of self-efficacy and knowledge of evidence-based practices for managing classrooms and challenging behaviors. By exploring pre-service teacher resources, this study aimed to contribute to the body of literature exploring the challenges facing educators during their preparation and ultimately in the classrooms they will be responsible to effectively managing.