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

Year 2024, Volume: 13 Issue: 1, 55 - 85, 31.03.2024

Aysun Yüksel Başar Yüksel Gündüz

https://doi.org/10.15869/itobiad.1272686

Abstract

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.

Keywords

Teacher, Competence, Self-efficacy, Supervision, Attitude

Öğretmenlerin Öz-yeterlikleri ile Denetime Yönelik Tutumları Arasındaki İlişki

Abstract

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.

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