Self-Efficacy Levels of Classroom Teachers (original) (raw)
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Research on Teacher Self-efficacy in Turkey: 2000-2017
In this study, 48 empirical studies on teacher self-efficacy published between 2000-2017 were reviewed in terms of certain basic characteristics, and the research trends were revealed in this area. According to the results obtained in the review, teacher self-efficacy studies in the Turkish context showed an increase in the course of time. Teacher self-efficacy in a specific area was observed to be frequently examined within the context of teaching a subject or using technology in education. This increase in the number of studies did not reflect much on the diversity of the research methods employed, and the studies were often conducted by using quantitative methods. Elementary and middle schools were mostly chosen as the research context. Furthermore, the amount of research on three self-efficacy areas (i.e. collective teacher efficacy, teacher self-efficacy sources, and teachers' general self-efficacy) were considerably limited. Moreover, none of the studies examined the relationship between teacher self-efficacy and collective teacher efficacy and student achievement. Common findings of the studies showed that teacher self-efficacy was a strong predictor or a mediator variable. In this sense, researchers are suggested to study how self-efficacy can be developed experimental and longitudinal works and to conduct studies to reveal insights about collective efficacy in schools, teachers' general self-efficacy, and the outcomes of these efficacy characteristics.
This study aims to determine novice teachers' classrom management self efficacy beliefs as well as the extent to which these beliefs change according to independent variables. This research which aims to determine novice teachers' classroom management self efficacy beliefs is a survey type research. The participants of the study are 85 novice teachers on duty in their first year in Hatay Province in Turkey. Classroom Management Self-Efficacy Convictions Scale that is internally consistent and valid in measuring classroom management self-efficacy beliefs of prospective teachers devised by Çetin (2013) was used in the study. There is not any statistically significant difference in terms of school of graduation and classroom management efficacy belief and result expectation sub-dimension. There is not any statistically significant difference in classroom management efficacy belief and result expectation sub-dimension. In terms of gender, there is not any statistically significant difference in the result expectation sub-dimension but there is a statistically significant difference in classroom management efficacy belief. Male novice teachers have higher level of classroom management efficacy beliefs than female novice teachers.
EXPLORING SELF-EFFICACY BELIEFS OF PRIMARY SCHOOL TEACHERS IN TURKEY
Analyzing teacher self-efficacy has been a prominent issue in educational research since late s. Teacher efficacy basically refers to teachers' beliefs in their abilities to organize and execute courses of action necessary to bring about desired results (Tschannen-Moran et al., 1998). This study attempts to examine self-efficacy beliefs of teachers working at primary state schools in Turkey regarding dimensions such as instruction, adapting instruction to individual needs, motivating students, and maintaining discipline. It specifically aims to reveal whether gender and experience have a significant influence on the teachers' self-efficacy beliefs. Data obtained from the participants' responses to the items in the Norwegian Teacher Self-Efficacy Scale (Skaalvik & Skaalvik, 2010) were analysed using SPSS Version 17.0. Findings of the study suggest that teachers' self-efficacy beliefs are improved through gaining professional experience, and that female teachers seem to have lower self-efficacy beliefs than their male colleagues with respect to motivating students, keeping discipline in classroom, and coping with challenges. The study concludes with practical implications of the findings, and a few suggestions for further directions.
Developing the Scale of Teacher Self-Efficacy in Teaching Process
The purpose of this study is to develop a reliable and valid measurement tool which will reveal teachers' self-competences in education process. Participants of the study are 300 teachers working at state primary schools in the province of Gaziantep, Results of the exploratory factor analysis administered to the scale in order to determine its construct validity, indicated that it has four sub-dimensions. In accordance with the results of confirmatory factor analysis RMSEA was measured .050 level fit index. The determined levels for GFI is found to be 0.88, whereas for AGFI, 0.85 for NFI, 0.94 for CFI 0.98 and 0.94 for RFI. Also, non normed fit index, (NNFI) has been observed as 0.97. Four dimensions of the scale which was composed of 23 items account for approximately 54% of the total variance. Cronbach's alpha coefficient of internal consistency was counted .86 for the first dimension; .82 for the second dimension, .67 for the third dimension, .70 for the fourth dimension, and .92 for the entire scale. The scale, developed in order to measure teachers' self-efficacy in the teaching process, proved to be valid and reliable based on the results of the related analyses.
Self-efficacy of Teacher Candidates Intended Teaching Profession
Procedia - Social and Behavioral Sciences, 2014
This research purposes to determine self-efficacy perceptions of teacher candidates studying in İnönü University, Faculty of Education and associate self-efficacy perceptions with gender and section type variables. Research has been done on 387 teacher candidates totally, which are studying in 4th grade of İnönü University Faculty of Education, in Departments of Classroom Teaching, Preschool Teaching, Computer Teaching and Education and Training of the Mentally Retarded. In this research the data obtained from "Teachers' Self Efficacy Scale" (Öğretmen özyeterlik ölçeği), which developed by Tcshannen-Moran and Woolfolk-Hoy and Turkish validity and reliability study done by Çapa, Çakıroğlu and Sarıkaya (2005). In data solving average (X ̅ ), t-test and One-Way Variance Analyse (ANOVA) test was provided. At the result of research, based approached findings, determined that the teacher candidates' self-efficacy subscales differentiated significantly according to gender and education type variables, but according to total score it wasn't differentiated significantly.
" Self-efficacy scale for teachers " -Preliminary study
The purpose of this study is to introduce " Self-efficacy scale for teachers " into scientific field in order to evaluate teachers' opinions on their self-efficacy. This study which is conducted to develop " Self-efficacy scale for teachers " aims at making clear the contribution of teacher behaviour to psychological measuring as well as providing support for psychometric studies which have recently become popular. In order to determine the self-efficacy of teachers, 3 experts who have a good command on the field and work in education sector put forward 20 items after having discussed on them and later they reduced them to 13 items. Then, 5 point likert scale comprising of 13 items was prepared. 3 experts who have a good command on the field removed 5 items of the scale which are not suitable for self-efficacy, which cannot define self-efficacy and whose scale set up could not be formed properly. Finally, 8 items remained in the scale, which is also the final state of it. Upon reducing the scale to 8 items, 50 teachers were applied the 8-item scale. It was investigated that whether the questions are comprehensible and whether there are general problems regarding the questions. Second application started after proving the comprehensibility of the 8 items. 670 teachers from each branch were applied the scale in the second application. 170 teachers were removed from the study as they lacked several questions in the scale. Statistical analyses were carried out on the forms filled out by 500 teachers from each branch. Descriptive Statistics, Pearson's Correlation Technique, Principal Components Factor Analysis and Cronbach's Alpha were used for the analyses of the statistics. According to the findings obtained from the analyses, it was found out that there were no inoperative items and all 8 items could be utilized. It was determined that Cronbach's Alpha, which is an internal consistency coefficient, was .87 and the scale had high reliability coefficient. The scale was under only one factor. Results showed that " Self-efficacy scale for teachers " could be more beneficial when it is applied on a broader group of teachers.
A Study of Self – Efficacy among Elementary School Teachers
2017
The success of educational system lies on the shoulders of the teacher. Teacher plays a vital role in the curriculum transaction of the various factors that affect the ability of the teacher. Self -efficacy has been recognized as an important variable. The present study has been designed to study the perceived self-efficacy of government elementary school teachers of Punjab in relation to their gender, location, experience and educational qualifications. A sample of 815 elementary school teachers was collected by using multi-stage random sampling technique from six districts of Punjab selected on the basis of their high & low literacy rates. The translated version of General Self-efficacy scale by Jerusalem and Schwarzer (1995) was used. The results revealed that Gender, locale, experience and education qualifications do not have any significant impact on self efficacy of Elementary school teachers.
A Comparative Study of Self-Efficacy of Public and Private School Teachers at Elementary Level
2017
Self-efficacy of teachers plays an important role in learning process. The purpose of this study was to investigate the self-efficacy between public and private school teachers at elementary level. Objectives of the study were to examine the self-efficacy of public and private elementary school teachers, to compare the self-efficacy of public and private elementary male school teachers, to compare the self-efficacy of public and private elementary female school teachers, to determine the difference between self-efficacy of male and female teachers teaching at private elementary schools and to determine the difference between self-efficacy of male and female teachers teaching at public elementary schools. The sample of the study consisted of 100 respondents consisting 51 males and 49 females elementary school teachers. Teacher Self-Efficacy Scale developed by Bandura (2006) was used as research instrument for data collection. t-test was used for statistical significance of data. Resu...
Self-Efficacy Beliefs of Prospective Teachers *
2017
The purpose of the study is to examine the prospective teachers’ self-efficacy beliefs about teaching. Teachers’ Sense of Efficacy Scale (TSES) (Tschannen-Moran and Hoy, 2001) with demographic part was administered to prospective teachers at the first and last years at a state university in Turkey. TSES was adapted to Turkish language by Çapa, Çakıroğlu&Sarıkaya (2005). Their study confirmed that three sub-scales of TSES is valid for Turkish prospective teachers. The sub-scales of the TSES: efficacy of instructional strategies and efficacy of classroom management strategies and efficacy of student engagement.In the present study, 213 freshman and 240 senior prospective elementary teachers’ data was analyzed by independent sample t-tests. Means of efficacy sub-scales of freshmen are Minstructional= 6.80, Mmanagement= 6.84 and Mengagement=6.72. Means of efficacy sub-scales of seniors are Minstructional= 6.73, Mmanagement= 6.73 and Mengagement=6.59. Based on means, Turkish prospective ...