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The Relationship Between Teachers' Self-Efficacy and Attitudes Towards Supervision

Yıl 2024, Cilt: 13 Sayı: 1, 55 - 85, 31.03.2024
https://doi.org/10.15869/itobiad.1272686

Öz

Self-efficacy is the individual's self-awareness in reaching the intended performance and the individual judgment that he forms for his success. Supervision is the process of involving the teacher in the educational background in order to improve teaching and increase student achievement. The attitude towards the supervision, on the other hand, is a factor that will determine the reaction and subsequent behaviors of the supervisor towards the supervision process and the supervisor after the supervison. This study aims to reveal the relationship between teachers' self-efficacy and their attitudes toward supervision. In the study, a relational survey methodology was employed. 2316 teachers who worked in various districts around the province of Samsun made up the study's population, and 747 of those instructors were chosen at random to represent the sample. Data collection techniques included the "Teachers' Self-Efficacy Scale" created by Schmitz and Schwarzer (2000), translated into Turkish by Yılmaz, Köseoğlu, Gerçek, and Soran (2004) as well as the "Attitude Toward Supervision Scale" created by Gündüz, Elma, and Aslan (2018). The methods utilized to evaluate the data included arithmetic mean, t-test, one-way analysis of variance (ANOVA), Pearson product-moment correlation coefficient, and multiple linear regression. The analysis' findings showed that while instructors' views regarding monitoring were on the medium side, their levels of self-efficacy and efficacy were on the high side. Regarding education level and marital status, there was no discernible variation in teachers' self-efficacy; nevertheless, there was a discernible difference when it came to gender, professional seniority, branch, and school type. While there was no significant difference in teachers' views about supervision when branch type, school type, or marital status were taken into account, there was a significant difference when professional seniority, gender, and educational status were taken into account. The association between instructors' attitudes about supervision and their sense of self-efficacy was shown to be both favorable and substantial. Also, it was found that instructors' views toward monitoring were significantly predicted by their level of self-efficacy.

Kaynakça

  • Ahmed, M. A., Lawal, A. A. & Ahmed, R. A. (2022). Influence of teachers’ self-efficacy on secondary school students’ self-efficacy in biology in Ogbomoso, Nigeria. JPBI (Jurnal Pendidikan Biologi Indonesia), 8(1), 58-64. https://doi.org/10.22219/jpbi.v8i1.17231.
  • Akyol, C. (2013). Class teachers in primary schools of the city inspectors of education inspection opinions regarding the lesson (Unpublished Master Thesis). Abant İzzet Baysal University Institute of Educational Sciences, Bolu.
  • Ashton, P. T. (1985). Motivation and teachers’ sense of efficacy. In C. Ames & R. Ames (Eds.), Research on motivation in education: Vol. 2. The classroom milieu (pp. 141-174). Orlando, FL: Academic Press.
  • Aslanargun, E. & Tarku, E. (2014). Teachers’ expectations about supervision and guidance roles of supervisor. Educational Administration: Theory and Practice, 20(3), 281-306. doi: 10.14527/kuey.2014.012.
  • Ayra, M. & Kösterelioğlu, İ. (2016). The investigation of teachers’ professional self-efficacy related to the various variables. Gümüşhane University Institute of Social Sciences Electronic Journal, 7(17), 81-101. doi: 10.17823/gusb.313.
  • Balcı, A. (2014). Effective school and school development: theory, practice and research. Ankara: Pegem Academy.
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist, 28(2), 117-148. doi:10.1207/s15326985ep2802_3 . Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. doi: 10.1037/0033-295x.84.2.191
  • Bennett, T. (1997). Clinical supervision marriage: A matrimonial metaphor for understanding the supervisor-teacher relationship. http://files.eric. ed.gov/fulltext/ED408246.pdf .
  • Benzer, F. (2011). An Analysis on the sense of self efficacy of the teachers working in primary and high schools (Unpublished Master Thesis). Selcuk University, Konya.
  • Bursalıoğlu, Z. (1982). New structures and behaviors in school management. Ankara: Ankara University Faculty of Education Publications.
  • Cocca, M., Cocca, A., Martínez, E. A. & Bulnes, M. G. R. (2018). Correlation between self-efficacy perception and teaching performance: The case of Mexican preschool and primary school teachers. Arab World English Journal (AWEJ), 9(1), 56-70.
  • Demirtaş, H., Cömert, M. & Özer, N. (2011). Pre-Service teachers’ self-efficacy beliefs and attitudes towards profession. Education and Science, 159(36), 96-111. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/278/241.
  • Derbedek, H. (2008). The effect of instructional leadership on elementary school teachers' self effcicay (Unpublished Master Thesis). Pamukkale University Institute of Social Sciences, Denizli.
  • Djigic, G., Stojiljkovic, S. & Doskovic, M. (2014). Basic personality dimensions and teachers’ self-efficacy. Procedia - Social and Behavioral Sciences, 112, 593-602. doi: 10.1016/j.sbspro.2014.01.1206
  • Ekici, E. (2020). Investigation of the relationships between the professionalization levels and self competence perceptions of teachers (Unpublished Master Thesis). Kahramanmaras Sutcu Imam University, Kahramanmaras.
  • Enochs, L. G. & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. A paper presented at the annual meeting of the National Association of Research in Science Teaching, 63, 8-11. doi:10.1111/j.1949-8594.1990.tb12048.x
  • Erdem, A. R. & Eroğul, M. G. (2012). According to primary school teachers' opinions, education inspectors' attitudes during the lesson inspection. Pamukkale University Faculty of Education Journal, 31, 13-26. https://dergipark.org.tr/tr/pub/pauefd/issue/11112/132849.
  • Gençtürk, A. (2008). The analysis of primary school teachers’ self-efficacy beliefs and job satisfactions in terms of various variables (Master Thesis). Zonguldak Karaelmas University, Zonguldak.
  • Ghaith, G. & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13, 451-458. doi:10.1016/s0742-051x(96)00045-5.
  • Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4, 63-69. doi:10.1016/0742-051x(88)90025-x
  • Gündüz, Y. (2018). The need to renew the inspection system of the Ministry of National Education in the process of harmonization with the European Union. Ankara: Pegem Academy.
  • Gündüz, Y. (2010). Investigating of attitudes concerning supervisors of administrators and teachers in primary schools. Journal of Ahi Evran University Faculty of Education, 11 (2), 1-23. https://dergipark.org.tr/tr/pub/kefad/issue/59503/855346.
  • Gündüz, Y. & Coşkun, K. (2010). Investigation of teachers’ stress level caused by applications of supervision. Journal of the Faculty of Education, 24(2), 367-388.
  • Gündüz, Y., Elma, C. & Aslan, H. (2018). Denetime ilişkin tutum ölçeği: Geçerlik ve güvenirlik çalışması. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 28, 32-59. https://dergipark.org.tr/tr/pub/uefad/issue/16694/173523.
  • Gündüz, Y. & Kumcağız, H. (2018). An investigation of self-efficacy beliefs of teacher candidates' of fine arts education and their attitudes toward teaching. Abant İzzet Baysal University Journal of the Faculty of Education, 18(3), 1514-1553. https://doi.org/10.17240/aibuefd.2018.18.39790-420275.
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Öğretmenlerin Öz-yeterlikleri ile Denetime Yönelik Tutumları Arasındaki İlişki

Yıl 2024, Cilt: 13 Sayı: 1, 55 - 85, 31.03.2024
https://doi.org/10.15869/itobiad.1272686

Öz

Öz-yeterlik, bireyin amaçlamış olduğu performansa ulaşmasında kendi farkındalığında olması, başarısına yönelik oluşturduğu bireysel yargısıdır. Denetim, öğretimi geliştirmek ve öğrenci başarısını artırmak amacıyla öğretmeni eğitim zeminine katma sürecidir. Denetime ilişkin tutum ise denetlenen kişinin geçirmiş olduğu denetim sonrasında, denetim sürecine ve deneticiye yönelik oluşturduğu tepki ve sonraki davranışlarını da belirleyecek olan bir unsurdur. Bu araştırma, öğretmenlerin öz-yeterlikleri ile denetime yönelik tutumları arasındaki ilişkiyi ortaya koymayı amaçlamaktadır. Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırmanın evrenini Samsun ilinin farklı ilçelerinde görev yapan 2316 öğretmen; örneklemini ise, evrenden tesadüfi örnekleme yoluyla seçilen 747 öğretmen oluşturmaktadır. Araştırmada veri toplama aracı olarak, Schmitz ve Schwarzer (2000) tarafından geliştirilen ve Yılmaz, Köseoğlu, Gerçek ve Soran (2004) tarafından Türkçeye uyarlanan “Öğretmen Öz-yeterlik Ölçeği” ile Gündüz, Elma ve Aslan (2018) tarafından geliştirilen “Denetime İlişkin Tutum Ölçeği” kullanılmıştır. Elde edilen verilerin analizinde aritmetik ortalama, t-testi, tek yönlü varyans analizi (ANOVA), pearson momentler çarpımı korelasyon katsayısı ve çoklu doğrusal regresyon teknikleri kullanılmıştır. Yapılan analiz sonucuna göre, öğretmenlerin öz-yeterlikleri yüksek düzeyde bulunurken, denetime ilişkin tutumları ise orta düzeyde bulunmuştur. Öğretmenlerin öz-yeterlikleri arasında öğrenim durumu ve medeni durum değişkenlerine göre anlamlı fark meydana gelmezken; cinsiyet, mesleki kıdem, branş ve okul türü değişkenlerine göre anlamlı fark meydana gelmiştir. Öğretmenlerin denetime yönelik tutumları arasında medeni durum, branş türü ve okul türü değişkenlerine göre anlamlı fark oluşmazken; cinsiyet, öğrenim durumu ve mesleki kıdem değişkenlerine göre anlamlı fark meydana gelmiştir. Öğretmenlerin öz-yeterlikleri ile denetime yönelik tutumları arasında pozitif yönde ve anlamlı bir ilişki bulunmuştur. Ayrıca öğretmenlerin öz-yeterliklerinin, öğretmenlerin denetime yönelik tutumlarının anlamlı bir yordayıcısı olduğu sonucuna ulaşılmıştır.

Kaynakça

  • Ahmed, M. A., Lawal, A. A. & Ahmed, R. A. (2022). Influence of teachers’ self-efficacy on secondary school students’ self-efficacy in biology in Ogbomoso, Nigeria. JPBI (Jurnal Pendidikan Biologi Indonesia), 8(1), 58-64. https://doi.org/10.22219/jpbi.v8i1.17231.
  • Akyol, C. (2013). Class teachers in primary schools of the city inspectors of education inspection opinions regarding the lesson (Unpublished Master Thesis). Abant İzzet Baysal University Institute of Educational Sciences, Bolu.
  • Ashton, P. T. (1985). Motivation and teachers’ sense of efficacy. In C. Ames & R. Ames (Eds.), Research on motivation in education: Vol. 2. The classroom milieu (pp. 141-174). Orlando, FL: Academic Press.
  • Aslanargun, E. & Tarku, E. (2014). Teachers’ expectations about supervision and guidance roles of supervisor. Educational Administration: Theory and Practice, 20(3), 281-306. doi: 10.14527/kuey.2014.012.
  • Ayra, M. & Kösterelioğlu, İ. (2016). The investigation of teachers’ professional self-efficacy related to the various variables. Gümüşhane University Institute of Social Sciences Electronic Journal, 7(17), 81-101. doi: 10.17823/gusb.313.
  • Balcı, A. (2014). Effective school and school development: theory, practice and research. Ankara: Pegem Academy.
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist, 28(2), 117-148. doi:10.1207/s15326985ep2802_3 . Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. doi: 10.1037/0033-295x.84.2.191
  • Bennett, T. (1997). Clinical supervision marriage: A matrimonial metaphor for understanding the supervisor-teacher relationship. http://files.eric. ed.gov/fulltext/ED408246.pdf .
  • Benzer, F. (2011). An Analysis on the sense of self efficacy of the teachers working in primary and high schools (Unpublished Master Thesis). Selcuk University, Konya.
  • Bursalıoğlu, Z. (1982). New structures and behaviors in school management. Ankara: Ankara University Faculty of Education Publications.
  • Cocca, M., Cocca, A., Martínez, E. A. & Bulnes, M. G. R. (2018). Correlation between self-efficacy perception and teaching performance: The case of Mexican preschool and primary school teachers. Arab World English Journal (AWEJ), 9(1), 56-70.
  • Demirtaş, H., Cömert, M. & Özer, N. (2011). Pre-Service teachers’ self-efficacy beliefs and attitudes towards profession. Education and Science, 159(36), 96-111. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/278/241.
  • Derbedek, H. (2008). The effect of instructional leadership on elementary school teachers' self effcicay (Unpublished Master Thesis). Pamukkale University Institute of Social Sciences, Denizli.
  • Djigic, G., Stojiljkovic, S. & Doskovic, M. (2014). Basic personality dimensions and teachers’ self-efficacy. Procedia - Social and Behavioral Sciences, 112, 593-602. doi: 10.1016/j.sbspro.2014.01.1206
  • Ekici, E. (2020). Investigation of the relationships between the professionalization levels and self competence perceptions of teachers (Unpublished Master Thesis). Kahramanmaras Sutcu Imam University, Kahramanmaras.
  • Enochs, L. G. & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. A paper presented at the annual meeting of the National Association of Research in Science Teaching, 63, 8-11. doi:10.1111/j.1949-8594.1990.tb12048.x
  • Erdem, A. R. & Eroğul, M. G. (2012). According to primary school teachers' opinions, education inspectors' attitudes during the lesson inspection. Pamukkale University Faculty of Education Journal, 31, 13-26. https://dergipark.org.tr/tr/pub/pauefd/issue/11112/132849.
  • Gençtürk, A. (2008). The analysis of primary school teachers’ self-efficacy beliefs and job satisfactions in terms of various variables (Master Thesis). Zonguldak Karaelmas University, Zonguldak.
  • Ghaith, G. & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13, 451-458. doi:10.1016/s0742-051x(96)00045-5.
  • Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4, 63-69. doi:10.1016/0742-051x(88)90025-x
  • Gündüz, Y. (2018). The need to renew the inspection system of the Ministry of National Education in the process of harmonization with the European Union. Ankara: Pegem Academy.
  • Gündüz, Y. (2010). Investigating of attitudes concerning supervisors of administrators and teachers in primary schools. Journal of Ahi Evran University Faculty of Education, 11 (2), 1-23. https://dergipark.org.tr/tr/pub/kefad/issue/59503/855346.
  • Gündüz, Y. & Coşkun, K. (2010). Investigation of teachers’ stress level caused by applications of supervision. Journal of the Faculty of Education, 24(2), 367-388.
  • Gündüz, Y., Elma, C. & Aslan, H. (2018). Denetime ilişkin tutum ölçeği: Geçerlik ve güvenirlik çalışması. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 28, 32-59. https://dergipark.org.tr/tr/pub/uefad/issue/16694/173523.
  • Gündüz, Y. & Kumcağız, H. (2018). An investigation of self-efficacy beliefs of teacher candidates' of fine arts education and their attitudes toward teaching. Abant İzzet Baysal University Journal of the Faculty of Education, 18(3), 1514-1553. https://doi.org/10.17240/aibuefd.2018.18.39790-420275.
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  • Henson, R. K. (2001). The effects of participation in teacher research on teacher efficacy. Teaching and Teacher Education, 17, 819–836. doi: 10.1016/s0742-051x(01)00033-6
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  • İnal, A. (2008). Evaluation of the attitudes and behaviors of inspectors by the teachers in the supervisions in primary schools (Unpublished Master Thesis). Yeditepe University Institute of Social Sciences, İstanbul.
  • İnel Ekici, D. (2018). Development of pre-service teachers’ teaching selfefficacy beliefs through an online community of practice. Asia Pacific Education Review, 19, 27–40. doi:10.1007/s12564-017-9511-8
  • Kaçar, T. & Beycioğlu, K. (2017). The investigation of elementary school teachers’ self-efficacy beliefs in terms of various variables. Elementary Education Online, 16(4), 1753-1767. doi: 10.17051/ilkonline.2017.342988
  • Karasar, N. (2014). Scientific research method (26th Edition). Ankara: Nobel Academic Publishing.
  • Kaur S. & Kumar D. (2008). Comparative study of government and non government college teacher in relation to job satisfaction and job stress from Eric. Erişim Adresi: https://files.eric.ed.gov/fulltext/ED502218.pdf.
  • Klassen, R. M. & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gend83er, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741-756. doi: 10.1037/a0019237
  • Koç, C. (2013). An investigation into elementary school teachers' self-efficacy beliefs and skills for creatıng constructıvıst learning environments. Journal of Hacettepe University Faculty of Education, 1, 240-255. http://efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/292-published.pdf.
  • Korkut, K. & Babaoğlan, E. (2012). Primary school teachers’ self efficacy. International Journal of Management Economics and Business, 8(16), 269-281.
  • Kotaman, H. (2008). Self-efficacy belief and learning performance literature review for its development. Journal of Uludag University Faculty of Education, 21(1), 111-133. https://dergipark.org.tr/tr/download/article-file/153331.
  • Kunduz, E. (2007). Teachers' perceptions of primary education inspectors' behavior towards contemporary educational supervision principles and clinical supervision (Unpublished Master Thesis). Yıldız Technical University Institute of Social Sciences, İstanbul.
  • Kurka, A. & Berhanu, E. (2019). Attitude of teachers towards school-based instructional supervision at secondary schools of Wolaita Zone. Research on Humanities and Social Sciences, 9(15), 35-54. doi: 10.7176/RHSS
  • Küçükyılmaz, E. A. & Duban, N. (2006). Opinions of primary school teacher candidates on the measures to be taken in order to increase their science teaching self-efficacy beliefs. Van Yüzüncü Yıl University Journal of the Faculty of Education. 3(2), 1-23. https://dergipark.org.tr/tr/pub/yyuefd/issue/13718/166053
  • Küpeli, E. (2019) Examining the relationship between secondary school teachers' communication skills and self-efficacy perceptions (Unpublished Master Thesis). Kahramanmaraş Sutcu Imam University Institute of Social Sciences, Kahramanmaraş.
  • Lipscomb, S. T., Chandler, K. D., Abshire, C., Jaramillo, J. & Kothari, B. (2022). Early childhood teachers’ self efficacy and professional support predict work engagement. Early Childhood Education Journal, 50, 675-685. https://doi.org/10.1007/s10643-021-01182-5
  • Lorsbach, A. W. & Jınks, J. L. (1999). Self-efficacy theory and learning environment research. Kluwer Academic Publishers, 2, 157- 167. doi:10.1023/A:1009902810926
  • Memişoğlu, S. P. (2001). Evaluation of teacher supervision practices in primary schools in terms of contemporary supervision principles (Unpublished Master Thesis). Abant İzzet Baysal University Institute of Social Sciences, Bolu.
  • Ministry of Education (2017). General competencies of the teaching profession. General Directorate of Teacher Training and Development, Ankara.
  • Milner, R. & Woolfolk-Hoy, A. (2002). Respect, social support and teacher efficacy: a case study. American Education Research Assoociation, 26, 1-10.
  • Özata, H. (2007). Investigation of teachers' self-efficacy perceptions and their views on organizational innovation (Unpublished Master Thesis). Kocaeli University, Kocaeli.
  • Öztürk, T. (2014). The effect of teachers' self-efficacy beliefs on the perceptions of provincial education supervisors' supervision behaviors (Unpublished Master Thesis). Necmettin Erbakan University, Konya.
  • Pajares, F. (2002). Owerview of social cognitive theory and self efficacy. http://www.uky.edu/~eushe2/Pajares/eff.
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Rewiew of Educational Research, 66(4), 543-578. doi: 10.3102/00346543066004543
  • Perera, H. N., Maghsoudlou, A., Miller, C. J., Mcllveen, P., Barber, D., Part, R. & Reyes, A. L. (2022). Relations of science teaching self-efficacy with instructional practices, student achievement and support, and teacher job satisfaction. Contemporary Educational Psychology, 69(5), 102041. https://doi.org/10.1016/j.cedpsych.2021.102041
  • Poulou, M. (2007). Personal teaching efficacy and its sources: Student teachers’ perceptions. Educational Psychology, 27(2), 191–218. doi:10.1080/01443410601066693
  • Ryan, T. G. & Gottfried, j. (2012). Elementary supervision and the supervisor: Teacher attitudes and inclusive education. International Electronic Journal of Elementary Education, 4(3), 563-571. https://www.iejee.com/index.php/IEJEE/article/view/195
  • Schmitz, G. S. & Schwarzer, R. (2000). Perceived self-efficacy of teachers: Longitudinal findings with a new instrument. German Journal of Educational Psychology, 14(1), 12–25.
  • Schunk, D. H. (2009). Learning theories from an educational perspective. (Çev. M. Şahin). Ankara: Nobel Publication Distribution.
  • Sergiovanni, T. J. (1992). Moral authority and the regeneration of supervision. In C. Glickman (Ed.), Supervision in transition: 1992 yearbook of the Association for Supervision and Curriculum Development (pp. 203-214). ASCD.
  • Skaalvik, E. M. & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114 (1), 68–77. doi:10.2466/14.02.pr0.114k14w0
  • Skaalvik, E. M. & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26, 1059-1069. doi:10.1016/j.tate.2009.11.001
  • Sullivan, S. & Glanz, J., (2000). Supervision that improves teaching: Strategies and techniques. California: Corwin Press.
  • Süzer, B. (2019). Investigation of the relationship between science teachers’ self-efficacy beliefs and sources of their self-efficacy: Tokat sample (Unpublished Master Thesis). Tokat Gaziosmanpaşa University, Tokat.
  • Süzerler, S. N. (2013). The relationship between teachers' perceived organizational support and attitudes towards educational supervisors (Unpublished Master Thesis). Hasan Kalyoncu University, Gaziantep.
  • Tavşancıl, E. (2018). Measuring attitudes and data analysis with SPSS. 6th Edition. Ankara: Nobel Publishing.
  • Taymaz, H. (2013). Inspection in the education system: Concepts, principles, methods. 10th Edition. Ankara: Pegem Academy.
  • Tschannen-Moran, M. & McMaster, P. (2009). Sources of Self-Efficacy: Four Professional Development Formats and Their Relationship to Self-Efficacy and Implementation of a New Teaching Strategy. The Elementary School Journal, 110(2), 228-245. doi:10.1086/605771
  • Tschannen-Moran, M. & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944–956. doi:10.1016/j.tate.2006.05.003
  • Tschannen-Moran, M. & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. doi:10.1016/s0742-051x(01)00036-1
  • Türk, Ö. (2008). Examination of primary school classroom teachers' self-efficacy and professional satisfaction. Unpublished Master Thesis, Yeditepe University, İstanbul.
  • Uğurlu, C.T. & Usta, G. (2016). Validity and reliability study of supervision attitude scale in education. Erzincan University Journal of Educational Sciences. 18(1), 137-159. https://doi.org/10.17556/jef.28260
  • Uslu, S. (2021). Teachers' attitudes towards supervision. Graduate Term Project, Pamukkale University Institute of Educational Sciences, Denizli.
  • Ünal, S. & Sığırcı, M. (2000). Teachers' evaluation of supervisors and their expectations. M. U. Atatürk Faculty of Education Journal of Educational Sciences, 12, 281-294. https://dergipark.org.tr/tr/pub/maruaebd/issue/381/2396
  • Üredi, I. ve Üredi, L. (2006). Comparison of pre-service teachers' self-efficacy beliefs about science teaching according to their gender, grade and achievement levels. Yeditepe University Journal, 1(2), 1-8. http://journal.yeditepe.edu.tr/index.php/edu7/article/view/15
  • Üstüner, M., Demirtaş, H., Cömert, M. & Özer, N. (2009). Self-efficacy perceptions of secondary school teachers. Journal of Mehmet Akif Ersoy University Faculty of Education, 17, 1-16.
  • Von Schodoletz, A., Jamil, F. M., Larsen, R. A. A. A. & Hamre, B. (2018). Personal and contextual factors associated with growth in preschool teachers' self-efficacy beliefs during a longitudinal professional development study. Teaching and Teacher Education, 75, 278- 289. doi:10.1016/j.tate.2018.07.009
  • Woolfolk, A. E., Rosoff, B. & Hoy, W. K. (1990). Teachers' sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6, 137-148. doi: 10.1016/0742-051x(90)90031-y.
  • Yılmaz, M., Köseoğlu, P., Gerçek, C. & Soran, H. (2004). Adaptation of a teacher self-efficacy scale prepared in a foreign language into Turkish. Journal of Hacettepe University Faculty of Education, 27, 260-267.
  • Yoo, J. H. (2016). The effect of professional development on teacher efficacy and teachers’ self-analysis of their efficacy change. Journal of Teacher Education for Sustainability, 8(1),84-94. Doi: https://doi.org/10.1515/jtes-2016-0007
  • Zararsız, N. (2012). Examining the self-efficacy perceptions of teachers working in primary schools: The example of Istanbul-Sultanbeyli district (Unpublished Master Thesis). Abant İzzet Baysal University, Bolu.
  • Zengin Kapıcı, U. (2003). Self-efficacy perceptions and classroom communication patterns of primary school teachers (Unpublished Master Thesis). Dokuz Eylul University Institute of Educational Sciences, İzmir.
Toplam 79 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Aysun Yüksel Başar 0000-0002-7045-1419

Yüksel Gündüz 0000-0002-4710-8444

Erken Görünüm Tarihi 23 Mart 2024
Yayımlanma Tarihi 31 Mart 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 13 Sayı: 1

Kaynak Göster

APA Yüksel Başar, A., & Gündüz, Y. (2024). The Relationship Between Teachers’ Self-Efficacy and Attitudes Towards Supervision. İnsan Ve Toplum Bilimleri Araştırmaları Dergisi, 13(1), 55-85. https://doi.org/10.15869/itobiad.1272686
İnsan ve Toplum Bilimleri Araştırmaları Dergisi  Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı (CC BY NC) ile lisanslanmıştır.