Year 2014, Volume 10 , Issue 4, Pages 1091 - 1101 2014-07-18

FEN ÖĞRETMENLERİNİN ÖZ-YETERLİLİKLERİ, ÇALIŞMA ORTAMLARI VE MESLEKİ DOYUMLARI ARASINDAKİ İLİŞKİNİN TIMSS 2011 VERİSİNE GÖRE İNCELENMESİ
INVESTIGATING THE RELATIONSHIP BETWEEN SCIENCE TEACHERS’ SELF- EFFICACY, WORK ENVIRONMENT AND THEIR JOB SATISFACTION BASED ON TIMSS 2011

Nurcan KAHRAMAN [1]


Lent ve Brown’ un (2006) mesleki doyum modelinde mesleki doyum ile ilişkili 5 önemli eleman vardır: (1) kişilik ve duyuşşal özellikleri, (2) hedefe yönelik aktiviteler, (3) öz-yeterlilik, (4) çalışma koşulları ve (5) mesleki hedefe yönelik destek. Bu çalışma fen öğretmenlerinin öz-yeterlilikleri çalışma koşulları, iş ortamında aldıkları sosyal destek ve mesleki doyum arasındaki ilişkiyi araştırmayı amaçlamaktadır. Çalışmada TIMSS 2011 Türkiye verisi kullanılmıştır. 2011 yılında TIMSS çalışmasına Türkiye’den 239 fen öğretmeni katılmıştır. Çoklu lineer regresyon analizi sonuçlarına göre, fen öğretmenlerinin öz-yeterlilikleri ve çalışma ortamları mesleki doyumlarını açıklamada anlamlı bir etkiye sahiptir. Ayrıca, bağımsız değişkenler öğretmenlerin mesleki doyumları varyansının % 15’ini açıklamaktadır.

According to Lent and Brown (2006) job satisfaction model, there are five components which are related to job satisfaction: (1) personality and affective traits, (2) goals and goal-directed activity, (3) self-efficacy, (4) work conditions, and (5) work related goal support. The present study aims to investigate the relationship between science teachers’ job satisfaction and their self-efficacy to teach science, work conditions and their perceptions about goal support environment. TIMSS 2011 data of Turkey were used in the current study. 239 science teachers from Turkey participated in TIMSS in 2011. According to the multiple linear regression analysis results, science teachers’ self-efficacy beliefs and their work conditions have significant contribution to explain their job satisfaction. Moreover, the predictor variables account for 15% of variance in Turkish science teachers’ job satisfaction.

  • Badri, M. A., Mohaidat, J., Ferrandino, V., & El Mourad, T. (2013). The social cognitive model of job satisfaction among teachers: Testing and validation.International Journal of Educational Research, 57, 12-24.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American psychologist, 37(2), 122.
  • Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' selfefficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of school psychology, 44(6), 473-490.
  • Duffy, R. D., & Lent, R. W. (2009). Test of a social cognitive model of work satisfaction in teachers. Journal of Vocational Behavior, 75(2), 212-223.
  • IDB Analyzer (Version 3) [Computer software and manual]. (2013). Hamburg, Germany: International Association for the Evaluation of Educational Achievement
  • Joncas, M. (2007). TIMSS 2007 sample design. TIMSS, 77-92.
  • Judge, T. A., Heller, D., & Mount, M. K. (2002). Five-factor model of personality and job satisfaction: a meta-analysis. Journal of applied psychology, 87(3), 5
  • Lent, R. W., & Brown, S. D. (2006). On conceptualizing and assessing social cognitive constructs in career research: A measurement guide. Journal of Career Assessment, 14(1), 12-35.
  • Lent, R. W., Nota, L., Soresi, S., Ginevra, M. C., Duffy, R. D., & Brown, S. D. (2011). Predicting the job and life satisfaction of Italian teachers: Test of a social cognitive model. Journal of Vocational Behavior, 79(1), 91-97.
  • Locke, J. (1976). The Correspondence of John Locke.
  • Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into practice, 41(4), 219-225.
  • Ronfeldt, M. (2012). Where should student teachers learn to teach? Effects of field placement school characteristics on teacher retention and effectiveness.Educational Evaluation and Policy Analysis, 34(1), 3-26.
  • Spear, M., Gould, K., & Lee, B. (2000). Who Would be a Teacher?: A Review of Factors Motivating and Demotivating Prospective and Practising Teachers. Slough: NFER.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805.
  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective.
Primary Language en
Subjects Education, Scientific Disciplines
Journal Section Makaleler
Authors

Author: Nurcan KAHRAMAN

Dates

Publication Date : July 18, 2014

Bibtex @research article { eku74131, journal = {Eğitimde Kuram ve Uygulama}, issn = {}, eissn = {1304-9496}, address = {}, publisher = {Çanakkale Onsekiz Mart University}, year = {2014}, volume = {10}, pages = {1091 - 1101}, doi = {}, title = {INVESTIGATING THE RELATIONSHIP BETWEEN SCIENCE TEACHERS’ SELF- EFFICACY, WORK ENVIRONMENT AND THEIR JOB SATISFACTION BASED ON TIMSS 2011}, key = {cite}, author = {Kahraman, Nurcan} }
APA Kahraman, N . (2014). INVESTIGATING THE RELATIONSHIP BETWEEN SCIENCE TEACHERS’ SELF- EFFICACY, WORK ENVIRONMENT AND THEIR JOB SATISFACTION BASED ON TIMSS 2011 . Eğitimde Kuram ve Uygulama , 10 (4) , 1091-1101 . Retrieved from https://dergipark.org.tr/en/pub/eku/issue/5462/74131
MLA Kahraman, N . "INVESTIGATING THE RELATIONSHIP BETWEEN SCIENCE TEACHERS’ SELF- EFFICACY, WORK ENVIRONMENT AND THEIR JOB SATISFACTION BASED ON TIMSS 2011" . Eğitimde Kuram ve Uygulama 10 (2014 ): 1091-1101 <https://dergipark.org.tr/en/pub/eku/issue/5462/74131>
Chicago Kahraman, N . "INVESTIGATING THE RELATIONSHIP BETWEEN SCIENCE TEACHERS’ SELF- EFFICACY, WORK ENVIRONMENT AND THEIR JOB SATISFACTION BASED ON TIMSS 2011". Eğitimde Kuram ve Uygulama 10 (2014 ): 1091-1101
RIS TY - JOUR T1 - INVESTIGATING THE RELATIONSHIP BETWEEN SCIENCE TEACHERS’ SELF- EFFICACY, WORK ENVIRONMENT AND THEIR JOB SATISFACTION BASED ON TIMSS 2011 AU - Nurcan Kahraman Y1 - 2014 PY - 2014 N1 - DO - T2 - Eğitimde Kuram ve Uygulama JF - Journal JO - JOR SP - 1091 EP - 1101 VL - 10 IS - 4 SN - -1304-9496 M3 - UR - Y2 - 2021 ER -
EndNote %0 Eğitimde Kuram ve Uygulama INVESTIGATING THE RELATIONSHIP BETWEEN SCIENCE TEACHERS’ SELF- EFFICACY, WORK ENVIRONMENT AND THEIR JOB SATISFACTION BASED ON TIMSS 2011 %A Nurcan Kahraman %T INVESTIGATING THE RELATIONSHIP BETWEEN SCIENCE TEACHERS’ SELF- EFFICACY, WORK ENVIRONMENT AND THEIR JOB SATISFACTION BASED ON TIMSS 2011 %D 2014 %J Eğitimde Kuram ve Uygulama %P -1304-9496 %V 10 %N 4 %R %U
ISNAD Kahraman, Nurcan . "INVESTIGATING THE RELATIONSHIP BETWEEN SCIENCE TEACHERS’ SELF- EFFICACY, WORK ENVIRONMENT AND THEIR JOB SATISFACTION BASED ON TIMSS 2011". Eğitimde Kuram ve Uygulama 10 / 4 (July 2014): 1091-1101 .
AMA Kahraman N . INVESTIGATING THE RELATIONSHIP BETWEEN SCIENCE TEACHERS’ SELF- EFFICACY, WORK ENVIRONMENT AND THEIR JOB SATISFACTION BASED ON TIMSS 2011. EKU. 2014; 10(4): 1091-1101.
Vancouver Kahraman N . INVESTIGATING THE RELATIONSHIP BETWEEN SCIENCE TEACHERS’ SELF- EFFICACY, WORK ENVIRONMENT AND THEIR JOB SATISFACTION BASED ON TIMSS 2011. Eğitimde Kuram ve Uygulama. 2014; 10(4): 1091-1101.
IEEE N. Kahraman , "INVESTIGATING THE RELATIONSHIP BETWEEN SCIENCE TEACHERS’ SELF- EFFICACY, WORK ENVIRONMENT AND THEIR JOB SATISFACTION BASED ON TIMSS 2011", Eğitimde Kuram ve Uygulama, vol. 10, no. 4, pp. 1091-1101, Jul. 2014