摘要：The purpose of the present study was twofold: to portray the teacher candidates’ sense of efficacy for classroom management, student engagement, and instructional strategies and to investigate their opinions about the Teaching Certification Program (TCP) in general. The participants of the study were totally 153 teacher candidates who were the graduates of four-year undergraduate programs other than Faculties of Education and attended TCP so as to become eligible to apply teaching profession. The data were collected through the adapted version of Tcshannen-Moran and Woolfolk Hoy's (2001) Teachers’ Sense of Efficacy Scale (TSES) and the questionnaire developed by the researcher. The descriptive data analysis revealed that the participants of the TCP had relatively low efficacy for implementing instructional strategies than engaging students in learning, and managing their classrooms. Besides, the most of the teacher candidates stated that the TCP contributed to their professional development in general.
