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

Year 2016, Volume: 36 Issue: 1, 21 - 40, 13.10.2016

Şahin Danışman , Şerife Koza Çiftçi , Şule Betül Tosuntaş , Engin Karadağ

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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