Japanese Classroom Management among Pre-Service Teachers in Relation to the Teacher Belief, the Teacher Efficacy, and the Teacher Anxiety

Miyuki Matsumoto

Department of Psychology, Christ University

Michiko Ishikawa Graduate School of Advanced Practice in Primary Education, Tokoha University , Baiju Gopal Department of Psychology, Christ University

In this study, the authors developed, and factor analyzed the view of Japanese Teacher Classroom Management Scale among pre-service teachers. The study also examined the relationship among the view of classroom management, teacher belief, teacher efficacy, and teacher anxiety. There were 169 participants – Japanese students of a teacher-training course. This study found support for two separate socialization, which was included in the following subscales: Group socialization, Individual socialization. Japanese classroom management was strongly related to teacher beliefs. This increased individual socialization, in turn, individual socialization decreased teacher anxiety. This work has underlined the importance of learning the view of classroom management to pre-service teachers.

Keywords: Japanese classroom management, teacher belief, teacher efficacy, teacher anxiety