본문 바로가기
  • Home

The Influence of ‘Preventing School Violence’ Course on Pre-Service Teachers' Self-Efficacy and Belief

Yang, Minwha 1 Kwon Hyo Jin 2

1국민대학교
2이화여자대학교

Accredited

ABSTRACT

In order to prevent school violences, teachers should be able to teach students preventive behaviors and behaviors that effectively overcome conflicts. The goal of the newly implemented college course called ‘preventing school violences’ is to foster pre-service teachers to deal with school violence effectively. This study was designed to investigate whether the ‘preventing school violences’ course enhance pre-service teacher's self-efficiency and beliefs regarding their abilities to teach preventive behaviors and behaviors that effectively overcome conflicts. Fifty-six pre-service teachers who are enrolled in a graduate school of education participated in this study. All the participants were educated to become secondary school teachers. A survey about self-efficacy and beliefs before and after taking the class and analysed covariance was conducted. When one of the underline assumptions, homogeneity of regression, did not meet, Johnson-Neyman procedure was applied(Oshima 2014). After taking 'preventing school violences’ class, the pre-service teachers' self-efficacy and belief were improved. However, the effects only found among pre-service teachers who had low scores on the pretest. The results implied that 'preventing school violences’ course was effective, but need some improvement in its contents to influence on all the pre-service teachers.

Citation status

* References for papers published after 2023 are currently being built.