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Teacher Self-Efficacy Perceptions, Learning Oriented Motivation, Lifelong Learning Tendencies of Candidate Teachers: A Modeling Study

Year 2016, Volume 16, Issue 65, 19 - 34, 15.10.2016

Abstract

Problem Statement: While the concept of professional self-efficacy corresponds to the power and belief employees feel related to tasks they are performing, motivation can be defined as the internal energy which shapes work related behaviors of employees positively. Although there are many features that teachers and candidate teachers must have, the self-efficacy perception and the motivation to learning and teaching are two significant concepts that make teaching profession valuable. Additionally, teachers and the candidate teachers are expected to put value on learning throughout the life span. For this reason it is assumed that lifelong learning tendency can be considered as one of the most valuable determiner of teacher self-efficacy perception and motivation for candidate teachers.

Purpose of the Study: In this respect, relationships between learning oriented motivations and teacher self-efficacy perceptions of candidate teachers are discussed within the context of structural equation modeling, and it is aimed to be explained through lifelong learning tendencies.

Method: The research population, in which descriptive method is used, is formed by 4419 candidate teachers studying in Çanakkale Onsekiz Mart University (ÇOMÜ), the research sample is formed by 382 candidate teachers of 5 departments of Faculty of Education. The data was obtained with "Learning Oriented Motivation", "Lifelong Learning Tendencies" and "Teacher Self Efficacy" scales.

Findings: Data analysis of the study revealed that level of learning oriented motivation, lifelong learning tendencies and self-efficacy perceptions towards teaching profession of candidate teachers are high, and the whole of the relationship between learning oriented motivation of candidate teachers and self-efficacy perceptions towards teaching profession is provided through lifelong learning tendencies.

Conclusion and Recommendations: Teacher candidates have a high level of perception towards learning oriented motivation, lifelong learning tendencies and self-efficacy. Also there is a positive relationship between their perceptions about them. Concerning the results of the study, it can be suggested that supportive studies for learning oriented motivation level and lifelong learning competences should be realized so as to make teaching oriented self-efficacy perceptions of candidate teachers more positive. Additionally, the need of including lifelong learning concept to faculties of education and programs more effectively and the importance of reflecting it to candidate teachers by teaching staff should be arisen. Lastly, lifelong learning opportunities in faculties of education should be diversified; candidate teachers' access to learning opportunities such as library, internet, courses and seminars should be facilitated.

References

  • Aybek, B. (2016). The relationship between prospective teachers' media and television literacy and critical thinking dispositions. Eurasian Journal of Educational Research, 63, 261-278, http://dx.doi.org/ 10.14689/ejer.2016.63.15.
  • Bandura, A. (2001). Social cognitive theory: And Angetic. Annual Review of Psychology, 54(1), 1-26.
  • Baysura, D., Altun, S., & Yucel-Toy, B. (2016). Perceptions of teacher candidates regarding project-based learning. Eurasian Journal of Educational Research, 62, http://dx.doi.org/10.14689/ejer.2016.62.3.
  • Blunch, N. (2008). Introduction to structural equation modelling using SPSS and Amos. London: Sage Publications Ltd.
  • Bollen, K. A. (1989). Structural equations with latent variables. San Francisco: John Wiley&Sons.
  • Buyukozturk, S., Akgun, O. E., Ozkahveci, O., & Demirel, F. (2004). Gudulenme ve ogrenme stratejileri olceginin Turkçe formunun gecerlik ve guvenirlik calismasi [Validity and reliability study of motivation and learning strategies scale]. Kuram ve Uygulamada Egitim Bilimleri, 4(2), 207-239.
  • Colman, M. A. (2009). A dictionary of psychology. New York: Oxford University Press.
  • Capa Aydin, Y., Cakiroglu, J., & Sarikaya, H. (2005). The development and validation of a Turkish version of the teachers’ sense of efficacy scale. Egitim ve Bilim, 30(137), 74-81.
  • Demirkol, A., Y. (2012). Ogretmen adaylarinin psikolojik ozellikleri uzerine bir arastirma [A study on psychological traits of candidate teachers]. Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic, 7(4), 1441-1451.
  • Diker Coskun, Y. (2009). Universite ogrencilerinin yasam boyu ogrenme egilimlerinin bazi degiskenler acisindan incelenmesi [A stıdy on some traits of university studnets within the frame of life long learning tendency]. Yayınlanmamış Doktora Tezi (Doctorate Thesis), Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Diker Coskun, Y., & Demirel, M. (2012). Universite ogrencilerinin yasam boyu ogrenme egilimleri [Life long learning tendencies of university students]. Hacettepe Universitesi Egitim Fakultesi Dergisi, 42, 108-120.
  • Dogutas, A. (2016). Teacher candidates' perceptions of standards in an education program at a university in Turkey. Eurasian Journal of Educational Research, 63, 1-20, http://dx.doi.org/ 10.14689/ejer.2016.63.1.
  • Erdem, A. R., & Gozel, E. (2014). Sinif ogretmeni adaylarinin ogretmenlik meslegine iliskin motivasyon duzeyleri [Motivation levels of classroom teachers candidates towards teaching profession]. Akademik Sosyal Arastirmalar Dergisi (The Journal of Academic Social Science), 2(1), 49-60.
  • Evin Gencel, I. (2013). Ogretmen adaylarinin yasam boyu ogrenme yeterliklerine yonelik algilari [Life long learning perceptions of candidate teachers]. Egitim ve Bilim, 38 (170), 237-252.
  • Fairclough, M. (2008). Supporting learners in the lifelong learning sector. New York: Open University Press. Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tahtam, R. L. (2006). Multivariate data analysis. New Jersey, USA: Pearson Education LTD.
  • Hoyle, R. H. (2012). Handbook of structural equation modeling. New York: Guilford Press.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes incovariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Irizarry, R. (2002). Self-efficacy & Motivation effects on online psychology student retention. The United States Distance Learning Online Journal, 16(12), 55-64.
  • Isıktas, S. (2015). Ogretmen adaylarinin iyi ogretmen olma ile ilgili gorusleri [Teacher candidates’ views on being a good teacher]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) 30(4), 119-131.
  • Karadag, E. (2009). Ruhsal liderlik ve orgut kulturu: Bir yapısal esitlik modelleme calismasi [Mental leadership and organizational culture: A structural equation modeling study]. Kuram ve Uygulamada Eğitim Bilimleri, 9(3), 1357-1405.
  • Karatas, A. (2013). Ilkogretim ogretmen adaylari icin meslek etiginin onemi [Importance of professional ethics for primary school teacher candidates]. Marmara Cografya Dergisi, 28, 304-318.
  • Kazu, H., & Demiralp, D. (2016). Faculty members' views on the effectiveness of teacher training programs to upskill life-long learning competence. Eurasian Journal of Educational Research, 63, 205-224, http://dx.doi.org/ 10.14689/ejer.2016.63.12.
  • Kline, B. R. (2010). Principles and practice of structural equation modeling, Third Edition (Methodology in the social sciences). New York: Guilford Press.
  • Oguz, A. (2012). Sinif ogretmeni adaylarinin akademik oz yeterlik inanclari [Academic self-efficacy beliefs of classroom teacher candidates]. Anadolu Journal of Educational Sciences International, 2(2), 15-28.
  • Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding & S. Rayner (Eds.), Perception (pp. 239-266). London: Ablex Publishing.
  • Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A Manual for the use of the motivated strategies for learning. Michigan: School of Education Building, The University of Michigan. (ERIC No. ED338122)
  • Schwarzer, R. (1992). Self-efficacy: Thought control of action. New York: Taylor&Francis.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
  • Turkmen, M. (2011). Oznel iyi olusun yapisi ve anababa tutumlari, ozsaygi ve sosyal destekle iliskisi: Bir model sinamasi [The structure of subjective well-being and its relationship to parenting style, self esteem and social support: A model test] Yayınlanmamış Doktora Tezi (Doctorate Thesis), Ankara Universitesi Egitim Bilimleri Enstitusu, Ankara.
  • Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. San Francisco: John Wiley&Sons.

Öğretmen Adaylarının Öz Yeterlik Algıları, Öğrenme Yönelimli Motivasyonları ve Yaşam Boyu Öğrenme Eğilimleri: Bir Modelleme Çalışması

Year 2016, Volume 16, Issue 65, 19 - 34, 15.10.2016

Abstract

Problem Durumu: Yaşam boyu öğrenme tüm bireyler için önem taşısa da, özellikle öğretmen ve öğretmen adayları için de bir yaşam felsefesi haline getirilmesi gereken ve aynı zamanda öğrencilerine aşılamaları günümüz yaşam koşullarında zorunluluk halini almış bir kavramdır. Kişisel ve sosyal eğitimin yanında, yaşam boyu öğrenmenin iş temelli öğrenme ve formal eğitim sisteminin tüm öğeleri ile ilişkisi bulunmaktadır.  Bu bilgilerden yola çıkarak, yaşam boyu öğrenme, bilgi ve yetenekleri teşvik etme, yenilikçi öğrenme fırsatlarını ortaya koyma ve öğrenmeyi bir yaşam unsuru haline getirme olarak tanımlanabilmektedir. Bu sebepten dolayı, yaşam boyu öğrenmeyi bir yaşam felsefesi haline getiren öğretmenler tarafından yetiştirilen öğrenciler toplumun da öğrenme temelli şekil almasına katkıda bulunacaktır. Aday öğretmenler açısından bakıldığında, yaşam boyu öğrenme becerilerinin yanında bazı diğer bireysel özellikler de mesleki yaşamları açısından önem taşımaktadır. Bunlar içerisinde yer alan mesleki öz yeterlik kavramı bireylerin mesleki açıdan kendilerinden beklenen görevleri yerine getirme sürecinde sahip oldukları ve hissettikleri yeterlik algısını ifade ederken, motivasyon ise bir görevi yerine getirmeye yönelik bireylerin hissettikleri fiziksel ve psikolojik hazır olma durumudur.  Yaşam boyu öğrenme, mesleki öz yeterlik algısı ve motivasyon kavramları birlikte değerlendirildiğinde, öğretmen adaylarının yaşam boyu öğrenme konusundaki hazır bulunuşları, ileride gerçekleştirecekleri öğretmenlik mesleğine ilişkin yeterlik tutumlarını ve mesleği icra etmeye yönelik motivasyonlarını olumlu yönde etkileyeceği söylenebilir.

Araştırmanın Amacı: Bu araştırmanın amacı, öğretmen adaylarının öğrenmeye yönelik motivasyonları ve mesleki öz yeterlik algıları arasındaki ilişkiyi ortaya koymak ve bu ilişkiyi yaşam boyu öğrenme eğilimi aracılığı ile açıklamaktır. Bu amaç çerçevesinde şu alt problemlere yanıt aranacaktır;

References

  • Aybek, B. (2016). The relationship between prospective teachers' media and television literacy and critical thinking dispositions. Eurasian Journal of Educational Research, 63, 261-278, http://dx.doi.org/ 10.14689/ejer.2016.63.15.
  • Bandura, A. (2001). Social cognitive theory: And Angetic. Annual Review of Psychology, 54(1), 1-26.
  • Baysura, D., Altun, S., & Yucel-Toy, B. (2016). Perceptions of teacher candidates regarding project-based learning. Eurasian Journal of Educational Research, 62, http://dx.doi.org/10.14689/ejer.2016.62.3.
  • Blunch, N. (2008). Introduction to structural equation modelling using SPSS and Amos. London: Sage Publications Ltd.
  • Bollen, K. A. (1989). Structural equations with latent variables. San Francisco: John Wiley&Sons.
  • Buyukozturk, S., Akgun, O. E., Ozkahveci, O., & Demirel, F. (2004). Gudulenme ve ogrenme stratejileri olceginin Turkçe formunun gecerlik ve guvenirlik calismasi [Validity and reliability study of motivation and learning strategies scale]. Kuram ve Uygulamada Egitim Bilimleri, 4(2), 207-239.
  • Colman, M. A. (2009). A dictionary of psychology. New York: Oxford University Press.
  • Capa Aydin, Y., Cakiroglu, J., & Sarikaya, H. (2005). The development and validation of a Turkish version of the teachers’ sense of efficacy scale. Egitim ve Bilim, 30(137), 74-81.
  • Demirkol, A., Y. (2012). Ogretmen adaylarinin psikolojik ozellikleri uzerine bir arastirma [A study on psychological traits of candidate teachers]. Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic, 7(4), 1441-1451.
  • Diker Coskun, Y. (2009). Universite ogrencilerinin yasam boyu ogrenme egilimlerinin bazi degiskenler acisindan incelenmesi [A stıdy on some traits of university studnets within the frame of life long learning tendency]. Yayınlanmamış Doktora Tezi (Doctorate Thesis), Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Diker Coskun, Y., & Demirel, M. (2012). Universite ogrencilerinin yasam boyu ogrenme egilimleri [Life long learning tendencies of university students]. Hacettepe Universitesi Egitim Fakultesi Dergisi, 42, 108-120.
  • Dogutas, A. (2016). Teacher candidates' perceptions of standards in an education program at a university in Turkey. Eurasian Journal of Educational Research, 63, 1-20, http://dx.doi.org/ 10.14689/ejer.2016.63.1.
  • Erdem, A. R., & Gozel, E. (2014). Sinif ogretmeni adaylarinin ogretmenlik meslegine iliskin motivasyon duzeyleri [Motivation levels of classroom teachers candidates towards teaching profession]. Akademik Sosyal Arastirmalar Dergisi (The Journal of Academic Social Science), 2(1), 49-60.
  • Evin Gencel, I. (2013). Ogretmen adaylarinin yasam boyu ogrenme yeterliklerine yonelik algilari [Life long learning perceptions of candidate teachers]. Egitim ve Bilim, 38 (170), 237-252.
  • Fairclough, M. (2008). Supporting learners in the lifelong learning sector. New York: Open University Press. Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tahtam, R. L. (2006). Multivariate data analysis. New Jersey, USA: Pearson Education LTD.
  • Hoyle, R. H. (2012). Handbook of structural equation modeling. New York: Guilford Press.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes incovariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Irizarry, R. (2002). Self-efficacy & Motivation effects on online psychology student retention. The United States Distance Learning Online Journal, 16(12), 55-64.
  • Isıktas, S. (2015). Ogretmen adaylarinin iyi ogretmen olma ile ilgili gorusleri [Teacher candidates’ views on being a good teacher]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) 30(4), 119-131.
  • Karadag, E. (2009). Ruhsal liderlik ve orgut kulturu: Bir yapısal esitlik modelleme calismasi [Mental leadership and organizational culture: A structural equation modeling study]. Kuram ve Uygulamada Eğitim Bilimleri, 9(3), 1357-1405.
  • Karatas, A. (2013). Ilkogretim ogretmen adaylari icin meslek etiginin onemi [Importance of professional ethics for primary school teacher candidates]. Marmara Cografya Dergisi, 28, 304-318.
  • Kazu, H., & Demiralp, D. (2016). Faculty members' views on the effectiveness of teacher training programs to upskill life-long learning competence. Eurasian Journal of Educational Research, 63, 205-224, http://dx.doi.org/ 10.14689/ejer.2016.63.12.
  • Kline, B. R. (2010). Principles and practice of structural equation modeling, Third Edition (Methodology in the social sciences). New York: Guilford Press.
  • Oguz, A. (2012). Sinif ogretmeni adaylarinin akademik oz yeterlik inanclari [Academic self-efficacy beliefs of classroom teacher candidates]. Anadolu Journal of Educational Sciences International, 2(2), 15-28.
  • Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding & S. Rayner (Eds.), Perception (pp. 239-266). London: Ablex Publishing.
  • Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A Manual for the use of the motivated strategies for learning. Michigan: School of Education Building, The University of Michigan. (ERIC No. ED338122)
  • Schwarzer, R. (1992). Self-efficacy: Thought control of action. New York: Taylor&Francis.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
  • Turkmen, M. (2011). Oznel iyi olusun yapisi ve anababa tutumlari, ozsaygi ve sosyal destekle iliskisi: Bir model sinamasi [The structure of subjective well-being and its relationship to parenting style, self esteem and social support: A model test] Yayınlanmamış Doktora Tezi (Doctorate Thesis), Ankara Universitesi Egitim Bilimleri Enstitusu, Ankara.
  • Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. San Francisco: John Wiley&Sons.

Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Bertan AKYOL

Publication Date October 15, 2016
Published in Issue Year 2016, Volume 16, Issue 65

Cite

Bibtex @research article { ejer510579, journal = {Eurasian Journal of Educational Research}, issn = {1302-597X}, eissn = {2528-8911}, address = {}, publisher = {Anı Yayıncılık}, year = {2016}, volume = {16}, pages = {19 - 34}, doi = {}, title = {Teacher Self-Efficacy Perceptions, Learning Oriented Motivation, Lifelong Learning Tendencies of Candidate Teachers: A Modeling Study}, key = {cite}, author = {Akyol, Bertan} }
APA Akyol, B. (2016). Teacher Self-Efficacy Perceptions, Learning Oriented Motivation, Lifelong Learning Tendencies of Candidate Teachers: A Modeling Study . Eurasian Journal of Educational Research , 16 (65) , 19-34 . Retrieved from https://dergipark.org.tr/en/pub/ejer/issue/42412/510579
MLA Akyol, B. "Teacher Self-Efficacy Perceptions, Learning Oriented Motivation, Lifelong Learning Tendencies of Candidate Teachers: A Modeling Study" . Eurasian Journal of Educational Research 16 (2016 ): 19-34 <https://dergipark.org.tr/en/pub/ejer/issue/42412/510579>
Chicago Akyol, B. "Teacher Self-Efficacy Perceptions, Learning Oriented Motivation, Lifelong Learning Tendencies of Candidate Teachers: A Modeling Study". Eurasian Journal of Educational Research 16 (2016 ): 19-34
RIS TY - JOUR T1 - Teacher Self-Efficacy Perceptions, Learning Oriented Motivation, Lifelong Learning Tendencies of Candidate Teachers: A Modeling Study AU - Bertan Akyol Y1 - 2016 PY - 2016 N1 - DO - T2 - Eurasian Journal of Educational Research JF - Journal JO - JOR SP - 19 EP - 34 VL - 16 IS - 65 SN - 1302-597X-2528-8911 M3 - UR - Y2 - 2022 ER -
EndNote %0 Eurasian Journal of Educational Research Teacher Self-Efficacy Perceptions, Learning Oriented Motivation, Lifelong Learning Tendencies of Candidate Teachers: A Modeling Study %A Bertan Akyol %T Teacher Self-Efficacy Perceptions, Learning Oriented Motivation, Lifelong Learning Tendencies of Candidate Teachers: A Modeling Study %D 2016 %J Eurasian Journal of Educational Research %P 1302-597X-2528-8911 %V 16 %N 65 %R %U
ISNAD Akyol, Bertan . "Teacher Self-Efficacy Perceptions, Learning Oriented Motivation, Lifelong Learning Tendencies of Candidate Teachers: A Modeling Study". Eurasian Journal of Educational Research 16 / 65 (October 2016): 19-34 .
AMA Akyol B. Teacher Self-Efficacy Perceptions, Learning Oriented Motivation, Lifelong Learning Tendencies of Candidate Teachers: A Modeling Study. Eurasian Journal of Educational Research. 2016; 16(65): 19-34.
Vancouver Akyol B. Teacher Self-Efficacy Perceptions, Learning Oriented Motivation, Lifelong Learning Tendencies of Candidate Teachers: A Modeling Study. Eurasian Journal of Educational Research. 2016; 16(65): 19-34.
IEEE B. Akyol , "Teacher Self-Efficacy Perceptions, Learning Oriented Motivation, Lifelong Learning Tendencies of Candidate Teachers: A Modeling Study", Eurasian Journal of Educational Research, vol. 16, no. 65, pp. 19-34, Oct. 2016