Determining the secondary school teachers’ self-efficacy beliefs about teaching profession<p>Ortaokullarda görev yapan öğretmenlerin öğretmenlik mesleğine yönelik öz yeterlik algilarinin incelenmesi
Journal Title: Journal of Human Sciences - Year 2016, Vol 13, Issue 2
Abstract
Self-efficacy refers to beliefs about one’s capabilities to learn or perform behaviors at designated levels (Bandura, 1997). The main aim of this study is to determine the self-efficacy beliefs of teachers about teaching profession. The research was designed based on a descriptive survey method. The research group comprised 217 secondary school teachers working in 22 schools in Gaziantep city center in Turkey. The data were collected using the Teachers’ Sense of Efficacy Scale originally developed by Tschannen-Moran ve Woolfolk Hoy (2001) and adapted to Turkish by Çapa, Çakıroğlu, Sarıkaya (2005). The data were analyzed using basic descriptive statistics (arithmetic means and standard deviations), independent samples t test and one way Anova analysis.As a result of the study it was concluded that participating secondary school teachers had favorable beliefs of self-efficacy in terms of teaching profession. We can conclude that gender is not effective according to the context of the self-efficacy. Subjects taught are not related with self-efficacy in this study. Finally this study showed that reward and punishment is very important for the self-efficacy beliefs of the secondary teachers. Because self-efficacy influences academic motivation some activities can be done to increase the self-efficacy beliefs of the teachers by providing different reward system. ÖzetÖz-yeterlik bireylerin herhangi bir performansa yönelik kendileri hakkında algıları şeklinde tanımlanmaktadır. Öğretmenlerin mesleklerine ilişkin öz-yeterlik algıları öğretimin kalitesini doğrudan etkileyen faktörlerden birisidir. Ortaokul öğretmenlerinin öğretmenlik mesleğine yönelik öz yeterlik algılarının araştırıldığı bu çalışma betimsel bir tarama çalışmasıdır. Araştırma 2013–2014 eğitim-öğretim yılında Gaziantep İl Milli Eğitim Müdürlüğüne bağlı olan 22 ortaokulda görev yapan 217 öğretmenle gerçekleştirilmiştir. Araştırmada veriler orjinali Tschannen-Moran ve Woolfolk Hoy (2001) tarafından geliştirilen ve Türkçeye adaptasyonu Çapa, Çakıroğlu, Sarıkaya (2005) tarafından yapılan “Öğretmen Öz-yeterlik” ölçeği kullanılmıştır. Veriler SPSS programı ile, frekans, yüzde, varyans analizi, bağımsız gruplar t-testi gibi tekniklerle analiz edilmiştir. Araştırmadan elde sonuçlara göre öğretmenlerin mesleklerine yönelik öz-yeterlik algıları yüksektir, cinsiyete, branşa ve sınıf mevcuduna göre değişmemektedir. Ancak öğretmenlerin öz-yeterlik algıları almış oldukları disiplin cezalara ve ödüllere göre değişiklik göstermektedir. Araştırmadan elde edilen sonuçlar ışığında öğretmenlerin öz-yeterliklerini artırıcı ödül uygulamaları ve öz-yeterliğe etkisi zayıf ceza uygulamalarının geliştirilmesi önerilmektedir.
Authors and Affiliations
Bülent Döş, Gülay Özdemir Doğan
Keywords
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