ArticleFrontiers in psychology2026
Psychological capital and classroom management self-efficacy during teaching practicum: a mixed-methods study of pre-service English teachers.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Teaching practicum represents a critical phase in teacher education, where pre-service teachers encounter real classroom challenges that require both pedagogical competence and psychological readiness. Grounded in positive psychology, this study examines the relationship between psychological capital and classroom management self-efficacy among pre-service English teachers. An explanatory sequential mixed-methods design was employed. Quantitative data were collected from 55 pre-service teachers using validated scales, followed by qualitative data obtained through open-ended reflective responses to explain the quantitative findings. Pearson correlation analyses revealed a strong, positive, and statistically significant relationship between psychological capital and classroom management self-efficacy (
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