The Relationship Between In-Service Teachers’ Mindset Types and Their Efficacy Beliefs in Instructional Strategies*

Öz

Zihniyet insanların yeteneklerinin geliştirilip geliştirilemeyeceğine dair olan inançlardır. Eğitimde önemli bir olgudur ve bu kavramın değeri öğretmenlerin kariyerlerinde göz ardı edilemez. Öğretmenlerin zihniyeti, öğrenci başarısı ve öz-yeterlik inancı oluşturmada çok önemli bir rol oynar. Öte yandan, öğretmenlerin zihniyetini ve öğretmenlerin öğretim stratejilerindeki yeterlik inancı arasındaki ilişki adına çok fazla araştırma yapılmamıştır. Bu nedenle, bu çalışma öğretmen adaylarının zihniyet türleri ile öğretim stratejilerindeki yeterlik inancı arasındaki ilişkiyi araştırmayı amaçlamaktadır. Türkiye'de bulunan devlet ve vakıf üniversitelerinde İngilizce hazırlık programlarında görev alan 130 İngilizce öğretmeni bu araştırmaya katılmıştır. Veri toplama aracı olarak Öğretmen Öz yeterlik Ölçeği ve Öğretmen Zihniyet Ölçeği kullanılmıştır. Bu ölçekler, öğretmenlerin öğretim stratejilerini ve zihniyetlerini ölçmek için en güvenilir ve geçerli araçlar olarak bulunmuştur. Öğretmen Zihniyet Ölçeğinin güvenilirliği = .79 olarak ölçülmüştür. Öğretmenlerin Öz-Yeterlik Ölçeğinin alt faktörü olan öğretim stratejileri yeterliliği güvenirliği açısından = .86 olarak ölçülmüştür. Öğretim stratejilerinde öğretmenlerin zihniyetleri ve öğretim stratejileri arasındaki ilişkiyi ortaya çıkarmak için Pearson Korelasyon Analizi ve Regresyon Analizi yapılmıştır. Araştırmanın sonuçları, gelişme zihniyeti ve sabit zihniyete sahip öğretmenlerin öğretim stratejileri kullanma açısından farklı olduklarını göstermektedir. Öğretim stratejilerindeki öğretmen etkinliği, öğretmenler gelişme zihniyetlerini benimsediğinde daha güçlüdür. Bu iki kavramı araştırmak, öğretmenlerin gelecekteki başarılarına katkıda bulunabilir. Ayrıca, bu çalışma üniversitelerin öğretmenlerine sunacağı öğretmen gelişim programlarına ışık tutabilir.

Anahtar Kelimeler

• Zihniyet
• Öz-yeterlik İnancı
• İngiliz Dili Eğitimi

THE RELATIONSHIP BETWEEN IN-SERVICE TEACHERS’ MINDSET TYPES AND THEIR EFFICACY BELIEFS IN INSTRUCTIONAL STRATEGIES

Abstract

Mindset is the belief of whether people's abilities can be improved or not. It has been an essential phenomenon in education, and the value of this concept cannot be ignored in teachers' educational career. Teachers' mindset plays a pivotal role in learner achievement and building up self-esteem. On the other hand, there has not been much research that examines teachers' mindset and teacher efficacy in instructional strategies. Thus, this study aims to investigate the relationship between in-service teachers' mindset types and their efficacy in instructional strategies. 130 EFL instructors teaching at the English Preparatory Programs from both state and foundation universities in Turkey participated in this research. Teachers' Self-Efficacy Scale (TSES) and Teachers' Mindset Instrument (TMI) were used as data collection tools. TSES and TMS were found to be the most trustable and valid tools to measure teachers' instructional strategies and their mindset. The reliability of the Teacher Mindset Instrument was measured as = .79. The reliability of Teachers' Self-Efficacy Scale was measured as = .86 for efficacy in instructional strategies. Pearson Correlation Analysis and Regression Analysis was conducted to reveal the relationship between teachers' mindset and teacher efficacy in instructional strategies. The results of the study indicate that there is a significant difference between teachers who have a growth mindset and a fixed mindset in terms of using instructional strategies. The teacher efficacy in the instructional strategies is more powerful when the teachers adopt growth mindsets. Researching these two concepts might contribute to teachers’ success in the future. Also, this study can shed light on the teacher development programs that universities will offer to their teachers.

Keywords

• Mindset
• Self-efficacy
• English Language Teaching

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