Pre-service teachers' ethical stances on unethical professional behaviors: The roles of professional identity goals and efficacy beliefs

By considering the mediating roles of efficacy beliefs, this study examined whether pre-service teachers' ethical stances on student-related unethical teacher behaviors significantly differed according to the levels of their professional commitment when they received bogus negative feedback for their teaching competencies. Pre-service teachers (n = 128) were assigned to either experimental groups (i.e., high commitment-negative feedback/low commitment-negative feedback) or control groups (i.e., high commitment-no feedback/low commitment-no feedback). The results revealed that pre-service teachers' ethical stances on unethical teacher behaviors significantly differed according to their professional commitment. Notably, this result was significantly explained by the mediating roles of efficacy beliefs. (C) 2017 Elsevier Ltd. All rights reserved.