Sak, R.2025-05-102025-05-1020150300-443010.1080/03004430.2015.10143532-s2.0-84938999337https://doi.org/10.1080/03004430.2015.1014353https://hdl.handle.net/20.500.14720/4898Teaching in early childhood classrooms is a female-dominated job all over the world. The aim of this study is to compare male and female pre-service early childhood teachers' sense of self-efficacy. The study sample of 451 pre-service teachers consisted of 231 female and 220 males. The Turkish-language version of the Teachers' Sense of Efficacy Scale (TTSES) was used for data collection. The results indicate a significant difference between the male and female respondents' overall sense of self-efficacy, as well as their sense of self-efficacy relating to the specific area of classroom management. However, no significant differences were found in males' and females' sense of self-efficacy with regard to student engagement or instructional strategies. © 2015 Taylor & Francis.eninfo:eu-repo/semantics/closedAccessFemale Pre-Service Early Childhood TeachersMale Pre-Service Early Childhood TeachersSelf-EfficacyArticle18510Q4Q216291640