The basic purpose of the present study was to examine the influence of the classroom management course on pre-service teachers’ beliefs regarding teacher self-efficacy perceptions. The study conducted in single-group pretest-posttest research model was carried out with 85 pre-service teachers. Data were collected via “Teacher Self-Efficacy Scale” administered at the beginning and end of the semester. The results revealed that the classroom management course had significant influence on the development of the pre-service teachers’ levels of teacher self-efficacy and that pre-service teachers’ teacher self-efficacy beliefs did not significantly differ with respect to their gender, their academic achievement and their departments.

Keywords: efficacy, teacher self-efficacy, professional teaching knowledge, classroom management skills