An Analysis of Teacher Self Efficacy and Teacher Autonomy in Relation to A New Distance Learning Era

Year 2022, , 84 - 101, 19.11.2022

Işılay Ertay , Filiz Yalçın Tılfarlıoğlu

https://doi.org/10.5281/zenodo.7584737

Abstract

Akinbadewa, B. O., & Sofowora, O. A. (2020). The effectiveness of multimedia instructional learning packages in enhancing secondary school students’ attitudes toward Biology. International Journal on Studies in Education (IJonSE), 2(2), 119-133.

Arora, A. K., & Srinivasan, R. (2020). Impact of pandemic COVID-19 on the teaching–learning process: A study of higher education teachers. Prabandhan: Indian journal of management, 13(4), 43-56.

Arpaci, I. (2017). Antecedents and consequences of cloud computing adoption in education to achieve knowledge management. Computers in Human Behavior, 70, 382-390.

Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. DOI: 10.1037/0033-295X.84.2.191

Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W. B. Freeman and Company, New York.

Benson, P. (2011). What’s new in autonomy? The Language Teacher,35(4), 15-18.

Blase, J., & Kirby, P. C. (2008). Bringing out the best in teachers: What effective principals do. Corwin Press.

Blonder, R., Jonatan, M., Bar-Dov, Z., Benny, N., Rap, S., & Sakhnini, S. (2013). Can You Tube it? Providing chemistry teachers with technological tools and enhancing their self-efficacy beliefs. Chemistry Education Research and Practice, 14(3), 269-285. https://doi.org/10.1039/C3RP00001J

Boz, S. M. (2014). The opinions of high school teachers in Ankara province in relation to teacher autonomy and teacher self-efficacy. Unpublished master’s thesis, Ankara University, Ankara, Turkey.

Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(3), 112-142.

Brady, A. K., & Pradhan, D. (2020). Learning without borders: asynchronous and distance learning in the age of COVID-19 and beyond. ATS scholar, 1(3), 233-242.

Cotterall, S. (1995). Readiness for autonomy: Investigating learner beliefs. System, 23(2), 195-205. https://doi.org/10.1016/0346-251X(95)00008-8

Eygü H., & Karaman S. (2013). A study on the satisfaction perceptions of the distance education students. Kırıkkale University Journal of Social Sciences, 3(1), 36-59.

FATİH Project. Educational Sciences: Theory and Practice, 13(3), 1815-1822.

Federici, R. A. (2013). Principals’ self-efficacy: Relations with job autonomy, job satisfaction, and contextual constraints. European journal of psychology of education, 28(1), 73-86. https://doi.org/10.1007/s10212-011-0102-5

Geçer, A. K., Topal, D. A., & Solmaz, İ. (2018). Öğretmenlerin Eğitim Bilişim Ağını Kullanmaya Yönelik Yeterliklerinin İncelenmesi: Kocaeli İli Örneği1. Kalem Uluslararası Eğitim ve İnsan Bilimleri Dergisi, 8(1), 63-86.

Gökdaş, İ. & Kayri, M. (2005). E-öğrenme ve Türkiye açısından sorunlar, çözüm önerileri [E-Learning-The problems and solution recommends terms of Turkey situation]. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi [Van Yuzuncu Yil University Journal of Education], 2(2), 1-20.

Gupta, A., & Pathania, P. (2021). To study the impact of Google Classroom as a platform of learning and collaboration at the teacher education level. Education and Information Technologies,26(1), 843-857. https://doi.org/10.1007/s10639-020-10294-1

Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and teacher education, 4(1), 63-69. https://doi.org/10.1016/0742-051X(88)90025-X

Hassan, M. M., & Mirza, T. (2021). The digital literacy in teachers of the schools of Rajouri (J&K)-India: Teachers perspective. International Journal of Education and Management Engineering, 11(1), 28-40.

Hoyle, E., & John, P. D. (1995). Professional knowledge and professional practice. London: Cassell

İşman, A. (2011). Uzaktan eğitim [Distance education]. Ankara: Pegem Akademi [Pegem Academy].

Kelleghan, T., Madaus, G. F., & Airasian, P. W. (2012). The effects of standardized testing (Vol. 1). Springer Science & Business Media.

Lai, C. C., & Kritsonis, W. A. (2006). The advantages and disadvantages of computer technology in second language acquisition. Online Submission, 3(1).

Lall, S., & Singh, N. (2020). COVID-19: Unmasking the new face of education. Int. J. Res. Pharm. Sci., 48-53.

Little, J. W. (1995). Contested ground: The basis of teacher leadership in two restructuring high schools. The Elementary School Journal, 96(1), 47-63.

Mamula T., Radojević I. & Sljepčević M., (2016). Innovative approaches in university and lifelong style of learning designed for new generations, Innovation Competitiveness and Sustainable Development Conference, ICSD May 2016, Beograd

Martinez, H. (2008). The subjective theories of student teachers Implications for teacher education and. Learner and teacher autonomy: Concepts, realities, and response, 1, 103-124.

McKenzie, W. (2005). Multiple intelligences and instructional technology. ISTE (Interntl Soc Tech Educ.

Mickel, N. M. (2015). Exploring teachers’ autonomy, self-efficacy, motivation, and perceptions of state mandated testing in the context of no child left behind (Doctoral dissertation). Oklahoma University, Norman, USA.

Moser, K. M., Wei, T., & Brenner, D. (2021). Remote teaching during COVID-19: Implications from a national survey of language educators. System, 97, 102431. https://doi.org/10.1016/j.system.2020.102431

Özer, M. (2020). Educational policy actions by the ministry of national education in the times of COVID-19. Kastamonu Education Journal, 28(3), 1124-1129. https://doi.org/10.24106/kefdergi.722280

Pearson, L. C., & Hall, B. W. (1993). Initial construct validation of the teaching autonomy scale. The Journal of Educational Research, 86(3), 172-178. https://doi.org/10.1080/00220671.1993.9941155

Pearson, L. C., & Moomaw, W. (2006). Continuing validation of the teaching autonomy scale. The Journal of Educational Research, 100(1), 44-51. https://doi.org/10.3200/JOER.100.1.44-51

Pitt, A. (2010). On having one's chance: Autonomy as education's limit. Educational theory, 60(1), 1-18. https://doi.org/10.1111/j.1741-5446.2009.00342.x

Rabaglietti, E., Lattke, L. S., Tesauri, B., Settanni, M., & De Lorenzo, A. (2021). A balancing act during covid-19: teachers' self-efficacy, perception of stress in the distance learning experience.Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.644108

Sacks, S. R., & Eisenstein, H. (1979). Feminism and psychological autonomy: A study in decision making. The Personnel and Guidance Journal, 57(8), 419-423. https://doi.org/10.1002/j.2164-4918.1979.tb05426.x

Sadeghi, M. (2019). A shift from classroom to distance learning: Advantages and limitations. International Journal of Research in English Education, 4(1), 80-88.

Sangkawetai, C., Neanchaleay, J., Koul, R., & Murphy, E. (2020). Predictors of K-12 Teachers’ Instructional Strategies with ICTs. Technology, Knowledge and Learning, 25(1), 149–177. https://doi.org/10.1007/s10758-018-9373-0

Saraç, M. (2015). An explanatory investigation on the Turkish EFL teachers’ TPACK and their attitudes toward the use of interactive whiteboards. Unpublished master’s thesis,Institute of Educational Sciences, Anadolu University, Eskişehir.

Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and teacher education, 25(3), 518-524.

Smith, R. C. (2003). Teacher education for teacher-learner autonomy. In Symposiumfor Language Teacher Educators: Papers from Three IALS Symposia (CDROM). Edinburgh: IALS, University of Edinburgh.

Smith, R., Erdoğan, S., Lamb, T., & Reinders, H. (2008). Teacher-learner autonomy. Learner and teacher autonomy, 83-102.

Sokmen, Y., & Kilic, D. (2019). The Relationship between Primary School Teachers' Self-Efficacy, Autonomy, Job Satisfaction, Teacher Engagement and Burnout: A Model Development Study. International Journal of Research in Education and Science,5(2), 709-721.

Sykes, A. O. (1993). An introduction to regression analysis.

Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate statistics. Boston, MA: Pearson.

Tabrizi, H. M., & Saeidi, M. (2015). The Relationship among Iranian EFL Learners' Self-Efficacy, Autonomy and Listening Comprehension Ability. English Language Teaching, 8(12), 158-169.

Tang, J. (2013). The research on blended learning of ESL based on Moodle platform. Studies in Literature and Language, 6(2), 30-34. http://dx.doi.org/10.3968/n

Thavenius, C. (1999) Teacher autonomy for learner autonomy. In S. Cotterall and D. Crabbe (eds.) Learner autonomy in language learning: Defining the field and effecting change. Frankfurt am Main. 163-166.

Thompson, V. L. & McDowell, Y. L. (2019). A case study comparing student experiences and success in an undergraduate course offered through online, blended, and face-to-face instruction. International Journal of Education in Mathematics, Science and Technology (IJEMST), 7(2), 116-136. . DOI:10.18404/ijemst.552411

Tilfarlioglu, F. Y., & Ciftci, F. S. (2011). Supporting Self-efficacy and Learner Autonomy in Relation to Academic Success in EFL Classrooms (A Case Study). Theory & Practice in Language Studies, 1(10).

Trebbi, T. (2008). Freedom–a prerequisite for learner autonomy? Classroom innovation and language teacher education. Learner and teacher autonomy: Concepts, realities, and responses, 33-46.

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1

Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and teacher Education, 23(6), 944-956.

Volkan, A. (2018). Göbeklitepe Visitor Center. Kerpiç’18 Back to Earthen Architecture: Industrialized, injected, rammed, stabilized, 35.

Voller, P. (2014). Does the teacher have a role in autonomous language learning? In Autonomy and independence in language learning, 98-113. Routledge.

Webb, P. T. (2002). Teacher power: The exercise of professional autonomy in an era of strict accountability. Teacher Development, 6(1), 47-62. https://doi.org/10.1080/13664530200200156

Wu, Y., & Wu, F. (2018). The relationship between teacher autonomy and ICT competency of pre-service teachers. In 2018 Seventh International Conference of Educational Innovation through Technology (EITT) ,11-15. IEEE.

Xie, Z., & Yang, J. (2020). Autonomous learning of elementary students at home during the COVID 19 epidemic: A case study of the Second Elementary School in Daxie, Ningbo, Zhejiang Province, China. Best Evidence of Chinese Education, 4(2), 535-541. Doi: 10.15354/bece.20.rp009.

Yasemin, T. A. S., Eminoglu, S., Atila, G., Yildiz, Y., & Bozkurt, U. (2021). Teachers’self-Efficacy Beliefs And Opinions About Distance Education During The Covid-19 Pandemic. Turkish Online Journal of Distance Education, 22(4),229-253. https://doi.org/10.17718/tojde.1002868

Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary educational psychology, 25(1), 82-91. https://doi.org/10.1006/ceps.1999.1016

Keywords

Teacher self-efficacy, teacher autonomy, distance learning, EBA

Ethical Statement

The ethics application for the study was made on 04/08/2020 and the research was carried out with the approval of Gaziantep University Ethics Commission dated 19/08/2020 and numbered 35954.

References

• Akinbadewa, B. O., & Sofowora, O. A. (2020). The effectiveness of multimedia instructional learning packages in enhancing secondary school students’ attitudes toward Biology. International Journal on Studies in Education (IJonSE), 2(2), 119-133.
• Arora, A. K., & Srinivasan, R. (2020). Impact of pandemic COVID-19 on the teaching–learning process: A study of higher education teachers. Prabandhan: Indian journal of management, 13(4), 43-56.
• Arpaci, I. (2017). Antecedents and consequences of cloud computing adoption in education to achieve knowledge management. Computers in Human Behavior, 70, 382-390.
• Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. DOI: 10.1037/0033-295X.84.2.191
• Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W. B. Freeman and Company, New York.
• Benson, P. (2011). What’s new in autonomy? The Language Teacher,35(4), 15-18.
• Blase, J., & Kirby, P. C. (2008). Bringing out the best in teachers: What effective principals do. Corwin Press.
• Blonder, R., Jonatan, M., Bar-Dov, Z., Benny, N., Rap, S., & Sakhnini, S. (2013). Can You Tube it? Providing chemistry teachers with technological tools and enhancing their self-efficacy beliefs. Chemistry Education Research and Practice, 14(3), 269-285. https://doi.org/10.1039/C3RP00001J
• Boz, S. M. (2014). The opinions of high school teachers in Ankara province in relation to teacher autonomy and teacher self-efficacy. Unpublished master’s thesis, Ankara University, Ankara, Turkey.
• Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(3), 112-142.
• Brady, A. K., & Pradhan, D. (2020). Learning without borders: asynchronous and distance learning in the age of COVID-19 and beyond. ATS scholar, 1(3), 233-242. Cotterall, S. (1995). Readiness for autonomy: Investigating learner beliefs. System, 23(2), 195-205. https://doi.org/10.1016/0346-251X(95)00008-8
• Eygü H., & Karaman S. (2013). A study on the satisfaction perceptions of the distance education students. Kırıkkale University Journal of Social Sciences, 3(1), 36-59. FATİH Project. Educational Sciences: Theory and Practice, 13(3), 1815-1822.
• Federici, R. A. (2013). Principals’ self-efficacy: Relations with job autonomy, job satisfaction, and contextual constraints. European journal of psychology of education, 28(1), 73-86. https://doi.org/10.1007/s10212-011-0102-5
• Geçer, A. K., Topal, D. A., & Solmaz, İ. (2018). Öğretmenlerin Eğitim Bilişim Ağını Kullanmaya Yönelik Yeterliklerinin İncelenmesi: Kocaeli İli Örneği1. Kalem Uluslararası Eğitim ve İnsan Bilimleri Dergisi, 8(1), 63-86.
• Gökdaş, İ. & Kayri, M. (2005). E-öğrenme ve Türkiye açısından sorunlar, çözüm önerileri [E-Learning-The problems and solution recommends terms of Turkey situation]. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi [Van Yuzuncu Yil University Journal of Education], 2(2), 1-20.
• Gupta, A., & Pathania, P. (2021). To study the impact of Google Classroom as a platform of learning and collaboration at the teacher education level. Education and Information Technologies,26(1), 843-857. https://doi.org/10.1007/s10639-020-10294-1
• Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and teacher education, 4(1), 63-69. https://doi.org/10.1016/0742-051X(88)90025-X
• Hassan, M. M., & Mirza, T. (2021). The digital literacy in teachers of the schools of Rajouri (J&K)-India: Teachers perspective. International Journal of Education and Management Engineering, 11(1), 28-40.
• Hoyle, E., & John, P. D. (1995). Professional knowledge and professional practice. London: Cassell
• İşman, A. (2011). Uzaktan eğitim [Distance education]. Ankara: Pegem Akademi [Pegem Academy].
• Kelleghan, T., Madaus, G. F., & Airasian, P. W. (2012). The effects of standardized testing (Vol. 1). Springer Science & Business Media.
• Lai, C. C., & Kritsonis, W. A. (2006). The advantages and disadvantages of computer technology in second language acquisition. Online Submission, 3(1).
• Lall, S., & Singh, N. (2020). COVID-19: Unmasking the new face of education. Int. J. Res. Pharm. Sci., 48-53.
• Little, J. W. (1995). Contested ground: The basis of teacher leadership in two restructuring high schools. The Elementary School Journal, 96(1), 47-63.
• Mamula T., Radojević I. & Sljepčević M., (2016). Innovative approaches in university and lifelong style of learning designed for new generations, Innovation Competitiveness and Sustainable Development Conference, ICSD May 2016, Beograd
• Martinez, H. (2008). The subjective theories of student teachers Implications for teacher education and. Learner and teacher autonomy: Concepts, realities, and response, 1, 103-124.
• McKenzie, W. (2005). Multiple intelligences and instructional technology. ISTE (Interntl Soc Tech Educ.
• Mickel, N. M. (2015). Exploring teachers’ autonomy, self-efficacy, motivation, and perceptions of state mandated testing in the context of no child left behind (Doctoral dissertation). Oklahoma University, Norman, USA.
• Moser, K. M., Wei, T., & Brenner, D. (2021). Remote teaching during COVID-19: Implications from a national survey of language educators. System, 97, 102431. https://doi.org/10.1016/j.system.2020.102431
• Özer, M. (2020). Educational policy actions by the ministry of national education in the times of COVID-19. Kastamonu Education Journal, 28(3), 1124-1129. https://doi.org/10.24106/kefdergi.722280
• Pearson, L. C., & Hall, B. W. (1993). Initial construct validation of the teaching autonomy scale. The Journal of Educational Research, 86(3), 172-178. https://doi.org/10.1080/00220671.1993.9941155
• Pearson, L. C., & Moomaw, W. (2006). Continuing validation of the teaching autonomy scale. The Journal of Educational Research, 100(1), 44-51. https://doi.org/10.3200/JOER.100.1.44-51
• Pitt, A. (2010). On having one's chance: Autonomy as education's limit. Educational theory, 60(1), 1-18. https://doi.org/10.1111/j.1741-5446.2009.00342.x
• Rabaglietti, E., Lattke, L. S., Tesauri, B., Settanni, M., & De Lorenzo, A. (2021). A balancing act during covid-19: teachers' self-efficacy, perception of stress in the distance learning experience.Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.644108
• Sacks, S. R., & Eisenstein, H. (1979). Feminism and psychological autonomy: A study in decision making. The Personnel and Guidance Journal, 57(8), 419-423. https://doi.org/10.1002/j.2164-4918.1979.tb05426.x
• Sadeghi, M. (2019). A shift from classroom to distance learning: Advantages and limitations. International Journal of Research in English Education, 4(1), 80-88.
• Sangkawetai, C., Neanchaleay, J., Koul, R., & Murphy, E. (2020). Predictors of K-12 Teachers’ Instructional Strategies with ICTs. Technology, Knowledge and Learning, 25(1), 149–177. https://doi.org/10.1007/s10758-018-9373-0
• Saraç, M. (2015). An explanatory investigation on the Turkish EFL teachers’ TPACK and their attitudes toward the use of interactive whiteboards. Unpublished master’s thesis,Institute of Educational Sciences, Anadolu University, Eskişehir.
• Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and teacher education, 25(3), 518-524.
• Smith, R. C. (2003). Teacher education for teacher-learner autonomy. In Symposiumfor Language Teacher Educators: Papers from Three IALS Symposia (CDROM). Edinburgh: IALS, University of Edinburgh.
• Smith, R., Erdoğan, S., Lamb, T., & Reinders, H. (2008). Teacher-learner autonomy. Learner and teacher autonomy, 83-102.
• Sokmen, Y., & Kilic, D. (2019). The Relationship between Primary School Teachers' Self-Efficacy, Autonomy, Job Satisfaction, Teacher Engagement and Burnout: A Model Development Study. International Journal of Research in Education and Science,5(2), 709-721.
• Sykes, A. O. (1993). An introduction to regression analysis.
• Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate statistics. Boston, MA: Pearson.
• Tabrizi, H. M., & Saeidi, M. (2015). The Relationship among Iranian EFL Learners' Self-Efficacy, Autonomy and Listening Comprehension Ability. English Language Teaching, 8(12), 158-169.
• Tang, J. (2013). The research on blended learning of ESL based on Moodle platform. Studies in Literature and Language, 6(2), 30-34. http://dx.doi.org/10.3968/n
• Thavenius, C. (1999) Teacher autonomy for learner autonomy. In S. Cotterall and D. Crabbe (eds.) Learner autonomy in language learning: Defining the field and effecting change. Frankfurt am Main. 163-166.
• Thompson, V. L. & McDowell, Y. L. (2019). A case study comparing student experiences and success in an undergraduate course offered through online, blended, and face-to-face instruction. International Journal of Education in Mathematics, Science and Technology (IJEMST), 7(2), 116-136. . DOI:10.18404/ijemst.552411
• Tilfarlioglu, F. Y., & Ciftci, F. S. (2011). Supporting Self-efficacy and Learner Autonomy in Relation to Academic Success in EFL Classrooms (A Case Study). Theory & Practice in Language Studies, 1(10).
• Trebbi, T. (2008). Freedom–a prerequisite for learner autonomy? Classroom innovation and language teacher education. Learner and teacher autonomy: Concepts, realities, and responses, 33-46.
• Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
• Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and teacher Education, 23(6), 944-956.
• Volkan, A. (2018). Göbeklitepe Visitor Center. Kerpiç’18 Back to Earthen Architecture: Industrialized, injected, rammed, stabilized, 35.
• Voller, P. (2014). Does the teacher have a role in autonomous language learning? In Autonomy and independence in language learning, 98-113. Routledge.
• Webb, P. T. (2002). Teacher power: The exercise of professional autonomy in an era of strict accountability. Teacher Development, 6(1), 47-62. https://doi.org/10.1080/13664530200200156
• Wu, Y., & Wu, F. (2018). The relationship between teacher autonomy and ICT competency of pre-service teachers. In 2018 Seventh International Conference of Educational Innovation through Technology (EITT) ,11-15. IEEE.
• Xie, Z., & Yang, J. (2020). Autonomous learning of elementary students at home during the COVID 19 epidemic: A case study of the Second Elementary School in Daxie, Ningbo, Zhejiang Province, China. Best Evidence of Chinese Education, 4(2), 535-541. Doi: 10.15354/bece.20.rp009.
• Yasemin, T. A. S., Eminoglu, S., Atila, G., Yildiz, Y., & Bozkurt, U. (2021). Teachers’self-Efficacy Beliefs And Opinions About Distance Education During The Covid-19 Pandemic. Turkish Online Journal of Distance Education, 22(4),229-253. https://doi.org/10.17718/tojde.1002868
• Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary educational psychology, 25(1), 82-91. https://doi.org/10.1006/ceps.1999.1016