An Investigation into the EFL Teachers’ Self-Efficacy Beliefs and Their Individual Innovativeness Levels

Abstract

Teacher self-efficacy and individual innovativeness in English language teaching are critical concepts in regard to improving the quality of education and supporting teachers' professional development. Accordingly, this study aims to investigate the relationship between English language teachers’ self-efficacy and individual innovativeness levels and the predictive effect of self-efficacy on individual innovativeness. In addition, it is also examined whether teacher self-efficacy and individual innovativeness variables differ in terms of gender, age, and seniority year, faculty of graduation, educational status, school level worked at, and type of school demographic variables. The research was conducted in accordance with the correlational research model. "Teacher Self-Efficacy Scale" and "Individual Innovativeness Scale" were used as the instruments of gathering the data. The sample of the study consisted of 306 participants, who volunteered to take part in the study and who were working as English teachers in educational institutions in Istanbul. Of the teachers, 199 (65%) were female and 107 (35%) were male. To analyze the data, IBM SPSS Statistics 22 program was used. The findings of the study show that there is a moderate positive relationship between English language teachers' self-efficacy beliefs and individual innovativeness levels. At the same time, English language teachers' self-efficacy beliefs explain 18% of individual innovativeness.

Keywords

• teacher
• teacher self efficacy
• individual innovativeness

İngilizce Öğretmenlerinin Özyeterlik İnançları ve Bireysel Yenilikçilik Düzeyleri Üzerine Bir İnceleme

Abstract

İngilizce öğretimi bağlamında öğretmen öz-yeterliliği ve bireysel yenilikçilik, eğitimde kaliteyi artırmak ve öğretmenlerin mesleki gelişimini desteklemek açısından önemli kavramlardır. Bu doğrultuda bu araştırmada İngilizce öğretmenlerinin öz-yeterlilik ve bireysel yenilikçilik düzeyleri arasındaki ilişkiyi ve öz yeterliliğin bireysel yenilikçilik üzerindeki yordayıcı etkisini incelemek amaçlanmaktadır. Bununla birlikte öğretmen öz yeterliliği ve bireysel yenilikçilik değişkenlerinin cinsiyet, yaş, kıdem, mezun olunan fakülte, eğitim durumu, çalışılan okul seviyesi, okul türü demografik değişkenlerine göre farklılaşıp farklılaşmadığı da incelenmiştir. Araştırmada ilişkisel araştırma modeli tercih edilmiştir. Veri toplama araçları olarak “Öğretmen Öz-yeterliliği Ölçeği” ve “Bireysel Yenilikçilik Ölçeği” kullanılmıştır. Çalışmanın örneklemi araştırmaya gönüllü olarak katılan ve İstanbul’da eğitim kurumlarında İngilizce öğretmeni olarak çalışan 306 katılımcıdan oluşmaktadır. Öğretmenlerin 199’u (%65) kadın ve 107’si erkektir (%35). Verilerin analizinde IBM SPSS Statistics 22 programı kullanılmıştır. Araştırmadan elde edilen bulgular, İngilizce öğretmenlerin öz-yeterlilik inançları ile bireysel yenilikçilik düzeyleri arasında orta düzeyde pozitif bir ilişkinin bulunduğunu göstermektedir. Bununla birlikte, İngilizce öğretmenlerinin öz-yeterlik inançları bireysel yenilikçiliğin %18'ini açıklamaktadır.

Keywords

• öğretmen
• öğretmen özyeterliliği
• bireysel yenilikçilik

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