Investigation of Student Teachers' Self-Efficacy Beliefs and Attitudes Towards Teaching Profession in Sagaing University of Education

The purpose of this study was to examine the student teachers’ self-efficacy beliefs and attitudes towards teaching profession in Sagaing University of Education. The sample of the study consisted of 380 student teachers who were studying at BEd final year course from Sagaing University of Education. Scale of Self-Efficacy Beliefs and Scale of Attitudes towards Teaching Profession were used as data gathering tools. Descriptive statistics, independent samples t-tests, and ANOVA have been used in analyzing the data. According to the findings, student teachers had high levels of self-efficacy in all three dimensions: “Instructional Strategies”, “Classroom Management” and “Student Engagement”. Again, there was a significant difference in self-efficacy beliefs of “Classroom Management” between student teachers who were 20-21 years old and 24- 25 years old. In addition, it was also been discovered that student teachers’ attitudes towards teaching profession were good levels in “Professional Choice”, “Developing Attitudes during Training Period”, “Commitment towards Teaching Profession” and “Professional Expectations” but they had a very good level in “Professional Pride”. To sum up, student teachers from Sagaing University of Education had high levels of self-efficacy beliefs and good attitudes towards teaching profession