Psychological capital and classroom management self-efficacy during teaching practicum: a mixed-methods study of pre-service English teachers

İngilizce (OpenAlex)

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 ( r = 0.71, p < 0.001). Among Psychological capital components, resilience showed the strongest association ( r = 0.74), despite having comparatively lower mean scores. Qualitative findings provided explanatory insight into how psychological resources are experienced in emotionally demanding practicum contexts. Participants emphasized the importance of emotional regulation, persistence, and coping with classroom disruptions, highlighting the role of resilience in managing real classroom challenges. The findings are interpreted as a “resilience paradox,” suggesting that resilience may become particularly salient under practicum-related stress, while operating alongside other psychological resources. Overall, the study supports a context-sensitive understanding of psychological capital as a dynamic system contributing to classroom management self-efficacy. These results underscore the importance of integrating psychological capacity-building into teacher education to better support pre-service teachers in navigating the demands of practicum.