The research aimed to identify the level of self-efficacy and types of classroom
discipline and the relationship between them for the students teachers in the College of
Education at Tartous University. Using the descriptive method to validate the
research
hypotheses, the sampling consisted of (76) male and female students of the Faculty of
Education for the year 2015/2016, a questionnaire of Self-efficacy (Slimon, 2004) was
used and along with a questionnaire of the types of classroom discipline(Alharahsheh and
alkhawaldeh, 2009) after verifying the validity and reliability, and a statistical program for
educational and psychological (spss) was used.
The research found the following results: the students teachers had a high level of
self-efficacy, as the value of mean reached (3.882) with a standard deviation of (0.541)
The classroom discipline types had the following order: The indicative type at first
(3.850), then the reprimand type(3.276) and the punitive type came at least (2.910). There
is also an extrusive positive correlation between the level of self-efficacy and types of
classroom discipline. The Self-efficacy was affected by variable of sex but wasn't affected
by variable of secondary certificate. And the type of classroom discipline wasn’t affected
by variables: sex, and secondary certificate.
The researcher concludes a number of suggestions like: training students teachers on
the positive classroom discipline skills, and raise their level of self-efficacy, conducting
more studies about the subject.
