Benlik Saygısının Öğretmenlerin Mesleki Motivasyonuna Etkisi: Öz-Yeterlilik Aracılığının Yapısal Eşitlik Modeliyle Test Edilmesi

Abstract

Bu çalışmanın amacı, benlik saygısının matematik öğretmenlerinin mesleki motivasyona olan doğrudan ve öz-yeterlilik aracılığıyla olan dolaylı etkisini araştırarak, bağımsız teorik bir modeli test etmektir. Literatüre dayalı ilişkiler bağlamında nedensellik temelli bir modeli test etmek amacıyla kes itsel desende tasarlanan çalışmada; benlik saygısı bağımsız, mesleki motivasyon yordanan ve öz-yeterlilik aracı değişken olarak ele alınmıştır. Çalışmanın katılımcıları, küme örneklemeyle belirlenen 37 ortaokulunda görev yapan 139 matematik öğretmeninden oluşmuştur. Çalışmada veriler, Benlik Saygısı Ölçeği (Arıcak, 1999), Ohio Öğretmen Öz-Yeterlilik Ölçeği (Tschannen-Moran, Woolfolk-Hoy, 2001) ve Mesleki Motivasyon Ölçeği’yle (Yıldırım, 2006) toplanmıştır. Çalışmada oluşturulan teorik modelin test edilmesinde hem örtük hem de gözlenen değişkenlerdeki ölçüm hatasını birleştirmeyi sağlamak amacıyla yapısal eşitlik modeli kullanılmıştır. Bulgular, benlik saygısının öğretmenlerin mesleki motivasyonlarını negatif; öz-yeterliliklerini ise pozitif olarak etkilediğini ortaya koymuştur. Ayrıca benlik saygısının öğretmenlerin mesleki motivasyonlarına olan etkisindeki öz-yeterliliğin kısmı aracılık etkisi ise pozitiftir

Keywords

• Benlik saygısı, mesleki motivasyon, öz-yeterlilik

Testing the Mediating Role of Self-Efficacy on the Predictive Effect of Self Esteem on Mathematics Teachers’Professional Motivation with the Use of Structural Equation Modelling

Abstract

The aim of this research was to test the independent theoretical model by examining the direct effect of self-esteem on teachers’ professional motivation and the indirect effect through the mediating role of self-efficacy. Self-esteem was regarded as the predictor variable while professional motivation was treated as the predicted variable and self-ef- ficacy as the mediator variable within the present cross-sectional research, which aimed to test a causally designed model within the context of the relationships taking place in the literature. The participants of the research consisted of 139 mathematics teachers who were chosen by cluster sampling from 37 different primary schools. The data were gathered through the use of Self-Esteem Scale (Arıcak, 1999), Ohio Teacher Self-Efficacy Scale (Tschannen-Moran ve Woolfolk-Hoy, 2001) and Inventory of Professional Motivation (Yıldırım, 2006). Structural equation modelling was used to test the theoretical model of the research in order to combine the measurement error in both latent and observed vari- ables. The findings revealed that self-esteem effects the teachers’ professional motivation negatively and level of self-efficacies positively. Moreover, the partially mediator effect of self-efficacy on the effect of self-esteem on teachers’ professional motivation was positive. 

Keywords

• Self-esteem,professional motivation,self-efficacy

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