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ÖĞRETMEN ADAYLARININ ALGILADIKLARI DESTEK, AİDİYET DUYGUSU VE ÖĞRETMEN ÖZ-YETERLİK İLİŞKİSİNİN İNCELENMESİ

Year 2018, Volume: 19 Issue: 1, 242 - 261, 01.08.2018

Muhammmet Mustafa , Alpaslan Özgür Ulubey Kasım Yıldırım

Abstract

Bu çalışmada pedagojik formasyon eğitimi sertifika programında yer alan öğretmen adaylarının algıladıkları destek ve sınıfa aitlik duygularının öğretmen öz-yeterlik algısına katkısının incelenmesi amaçlanmıştır. Çalışmanın katılımcılarını Ege Bölgesindeki bir devlet üniversitesinde Pedagojik Formasyon Eğitimi Sertifika Programına katılan farklı bölümlerden toplam 357 öğretmen adayı oluşturmaktadır. Araştırmanın verileri Öğretmen Öz-yeterlik Ölçeği, Sınıfa Aidiyet Duygusu Ölçeği ve Algılan Destek Ölçeği ile toplanmıştır. Değişkenler arasında ilişkinin incelenmesi için MPLUS programında yapısal eşitlilik modeli YEM tekniği kullanılmıştır. Öğretmen adaylarının en çok desteği ailelerinden, en az desteği ise öğretim elemanlarından aldıkları belirlenmiştir. Bu çalışmada incelenen üç destek türü içinde öğretim elemanlarından alınan desteğin öğretmen adaylarının öz-yeterlik algılarının tüm alt boyutlarıyla anlamlı derece ilişkili olduğu bulunmuştur. Yol katsayıları sınıfa bağlılık duygusunun öğretmen adaylarının öz-yeterlik alt boyutlarının hepsiyle pozitif ilişkili olduğunu göstermektedir. Öğretmen adayları sınıf ve öğretim üyelerinden destek aldıkça sınıfa bağlılık duyguları gelişmekte ve bu duyguda öğretmen adaylarının öz-yeterliklerinin artmasını sağlamaktadır.

Keywords

Destek Öğretmen öz-yeterliği Sınıfa aitlik duygusu Yapısal eşitlilik modeli

References

  • Adelabu, D. H. (2007). Time perspective and school membership as correlates to academic achievement among African American adolescents. Adolescence, 42(167), 525-538.
  • Allinder, R.M (1994) The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86-95.
  • Anderman, L. H. (2003). Academic and social perception as predictors of change in middle school students’ sense of school belonging. The Journal of Experimental Education, 72, 5-22.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 117–128.
  • Bandura, A. (1986) Social foundations of thought and action: A cognitive theory. New York, Prentice-Hall.
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
  • Bandura, A. (1994) Self-efficacy. In V. S. Ramachaudran (Ed.) Encyclopedia of Human Behavior (ss. 71– 81). New York: Academic Press
  • Bandura, A. (1997). Editorial. American Journal of Health Promotion, 12(1), 8-10.
  • Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5(1), 307-337.
  • Baumeister, R. F., & Leary, M. R. (1995). The need to belong: desire for interpersonal attachments as a fundamental human motivation. Psychological bulletin, 117(3), 497-529.
  • Brouwers, A., Evers, W. J., & Tomic, W. (2001). Self‐efficacy in eliciting social support and burnout among secondary‐school teachers. Journal of Applied Social Psychology, 31(7), 1474-1491.
  • Cemalcilar, Z. (2010). Schools as socialisation contexts: Understanding the impact of school climate factors on students’ sense of school belonging. Applied Psychology, 59(2), 243-272.
  • Chacon, C. (2005). Teachers’ perceived efficacy among English as a foreign language teachers in Venezuela. Teaching and Teacher Education, 21, 257-272.
  • Chan, D. W. (2002). Stress, self-efficacy, social support, and psychological distress among prospective Chinese teachers in Hong Kong. Educational Psychology, 22(5), 557–569.
  • Cohen, S., Underwood, L. G., & Gottlieb, B. H. (2000). Social support measurement and intervention. New York: Oxford University Press.
  • Cornu, R. L. (2005). Peer mentoring: Engaging pre‐service teachers in mentoring one another. Mentoring & Tutoring: Partnership in Learning, 13(3), 355-366.
  • Cakiroglu, J., Capa-Aydin, Y., & Hoy, A. W. (2012). Science teaching efficacy beliefs. İçinde Fraser,. B.J., Tobin, K.G. ve McRobbie, C.J. (Ed.) Second international handbook of science education (ss. 449-461). Springer, Dordrecht.
  • Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits. Human needs and the self- determination of behaviour. Psychological Inquiry, 11, 227-268.
  • Deemer, S. A. (2004). Classroom goal orientation in high school classrooms: Revealing links between teacher beliefs and classroom environments. Educational Research, 46(1), 73-90.
  • Deneroff, V. (2016). Professional development in person: Identity and the construction of teaching within a high school science department. Cultural Studies of Science Education, 11(2), 213-233.
  • Ferguson, P. (2011). Student perceptions of quality feedback in teacher education. Assessment & Evaluation in Higher Education 36 (1), 51–62.
  • Finn, J. (1989). Withdrawing from school. Review of Educational Research, 59, 117-142.
  • Freeman, T., Anderman, L., & Jensen, J. (2007). Sense of belonging in college freshmen at the classroom and campus levels. The Journal of Experimental Education, 75(3), 203-220.
  • Garvis, S. (2013). Arts learning in Australian kindergartens: One case study exploring the scaffolding of domain specific knowledge. The International Journal of Early Childhood Learning, 19, 15-22.
  • Gersten, R., Keating, T., Yovanoff, P. and Harniss, M. K. (2001). Working in special education: factors that enhance special educators’ intent to stay. Exceptional Children, 67(4), 549-567.
  • Goodenow, C. (1993a). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30, 79-90.
  • Goodenow, C. (1993b). Classroom belonging among early adolescent students: Relationships to motivation and achievement. Journal of Early Adolescence, 13, 21-43.
  • Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends' values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62(1), 60-71.
  • Goddard, R. D., Tschannen-Moran, M., & Hoy, W. K. (2001). A multilevel examination of the distribution and effects of teacher trust in students and parents in urban elementary schools. The Elementary School Journal, 102(1), 3-17.
  • Guskey, T. R. (1981). Measurement of responsibility teachers assume for academic successes and failures in the classroom. Journal of Teacher Education, 32,44-51.
  • Hagger, H., Mutton, T., & Burn, K. (2011). Surprising but not shocking: The reality of the first year of teaching. Cambridge Journal of Education, 41(4), 387-405.
  • Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, 495-513.
  • Ho, N. K. N., Schweitzer, R. D., & Khawaja, N. G. (2017). Academic achievement among recently arrived Chinese adolescent migrants: The role of social support, school belonging, and acculturative stress. Journal of Psychologists and Counsellors in Schools, 27(1), 24-36.
  • Hobson, A. J. 2009. On being bottom of the pecking order: beginner teachers Perceptions and Experiences of Support. Teacher Development, 13 (4), 299–320.
  • Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Articles, 2.
  • Karasar, N. (2017). Bilimsel araştırma yöntemi: kavramlar ilkeler teknikler (32. Baskı). Ankara: Nobel Yayıncılık.
  • Klassen, R. M. (2004). A cross-cultural investigation of the efficacy beliefs of South Asian immigrant and Anglo Canadian nonimmigrant early adolescents. Journal of Educational Psychology, 96(4), 731-742.
  • Kline, R. B. (2015). Principles and practice of structural equation modeling (4th ed.) New York: Guilford Press.
  • Kruger, L. J. (1997). Social support and self-efficacy in problem solving among teacher assistance teams and school staff. The Journal of Educational Research, 90(3), 164-168.
  • Maslow, A. (1999). Toward a psychology of being (3rd ed.). Princeton, NJ: Van Nostrand.
  • McMahon, S. D., Wernsman, J., & Rose, D. S. (2009). The relation of classroom environment and school belonging to academic self-efficacy among urban fourth-and fifth-grade students. The Elementary School Journal, 109(3), 267-281.
  • Nichols, S. L. (2008). An exploration of students’ belongingness beliefs in one middle school. The Journal of Experimental Education, 76(2), 145–169.
  • Pogodzinski, B. (2013). Collegial support and novice teachers’ perceptions of working conditions. Journal of Educational Change 15, 467–489. doi:10.1007/s10833-013-9221-x.
  • Rosenfeld, L. B., Richman, J. M., & Bowen, G. L. (2000). Social support networks and school outcomes: The centrality of the teacher. Child and Adolescent Social Work Journal, 17(3), 205-226.
  • Sánchez, B., Colón, Y., & Esparza, P. (2005). The role of sense of school belonging and gender in the academic adjustment of Latino adolescents. Journal of Youth and Adolescence, 34(6), 619-628.
  • Sarı, M. (2013). Lise öğrencilerinde okula aidiyet duygusu. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 13(1), 147-160.
  • Schaufeli, W. B., & Bakker, A. D. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25, 293-315.
  • Schunk, D. H., & Zimmerman, B. J. (2007). In- fluencing children’s self-efficacy and self- regulation of reading and writing through modeling. Reading and Writing Quarterly, 23, 7–25.
  • Schlichte, J., Yssel, N., & Merbler, J. (2005). Pathways to burnout: Case studies in teacher isolation and alienation. Preventing School Failure: Alternative Education for Children and Youth, 50(1), 35-40.
  • Shen, Y. E. (2009). Relationships between self‐efficacy, social support and stress coping strategies in Chinese primary and secondary school teachers. Stress and Health, 25(2), 129-138.
  • Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069.
  • Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and teacher education, 27(6), 1029-1038.
  • Soini, T., Pyhältö, K., & Pietarinen, J. (2010). Pedagogical well‐being: reflecting learning and well‐being in teachers’ work. Teachers and Teaching: theory and practice, 16(6), 735-751.
  • Song, S. & Alpaslan, M. M. (2015). Factors impacting on teachers’ job satisfaction related to science teaching: A mixed methods study. Science Education International, 26(3), 358-375
  • Stockard, J., & Lehman, M. B. (2004). Influences on the satisfaction and retention of 1st-year teachers: The importance of effective school management. Educational Administration Quarterly, 40(5), 742-771.
  • Trujillo, G., & Tanner, K. D. (2014). Considering the role of affect in learning: Monitoring students' self-efficacy, sense of belonging, and science identity. CBE-Life Sciences Education, 13(1), 6-15.
  • Uwah, C., McMahon, H., & Furlow, C. (2008). School belonging, educational aspirations, and academic self-efficacy among African American male high school students: Implications for school counselors. Professional School Counseling, 11(5), 296-305.
  • Väisänen, S., Pietarinen, J., Pyhältö, K., Toom, A., & Soini, T. (2017). Social support as a contributor to student teachers’ experienced well-being. Research Papers in Education, 32(1), 41-55.
  • Walker, C. O. (2004). Classroom belonging, self-efficacy, and perceived instrumentality: Influences on academic engagement and achievement. (Unpublished doctoral dissertation) University of Oklahoma, Norman, Oklahoma.

ÖĞRETMEN ADAYLARININ ALGILADIKLARI DESTEK, AİDİYET DUYGUSU VE ÖĞRETMEN ÖZ-YETERLİK İLİŞKİSİNİN İNCELENMESİ

Year 2018, Volume: 19 Issue: 1, 242 - 261, 01.08.2018

Muhammmet Mustafa , Alpaslan Özgür Ulubey Kasım Yıldırım

Abstract

References

  • Adelabu, D. H. (2007). Time perspective and school membership as correlates to academic achievement among African American adolescents. Adolescence, 42(167), 525-538.
  • Allinder, R.M (1994) The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86-95.
  • Anderman, L. H. (2003). Academic and social perception as predictors of change in middle school students’ sense of school belonging. The Journal of Experimental Education, 72, 5-22.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 117–128.
  • Bandura, A. (1986) Social foundations of thought and action: A cognitive theory. New York, Prentice-Hall.
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
  • Bandura, A. (1994) Self-efficacy. In V. S. Ramachaudran (Ed.) Encyclopedia of Human Behavior (ss. 71– 81). New York: Academic Press
  • Bandura, A. (1997). Editorial. American Journal of Health Promotion, 12(1), 8-10.
  • Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5(1), 307-337.
  • Baumeister, R. F., & Leary, M. R. (1995). The need to belong: desire for interpersonal attachments as a fundamental human motivation. Psychological bulletin, 117(3), 497-529.
  • Brouwers, A., Evers, W. J., & Tomic, W. (2001). Self‐efficacy in eliciting social support and burnout among secondary‐school teachers. Journal of Applied Social Psychology, 31(7), 1474-1491.
  • Cemalcilar, Z. (2010). Schools as socialisation contexts: Understanding the impact of school climate factors on students’ sense of school belonging. Applied Psychology, 59(2), 243-272.
  • Chacon, C. (2005). Teachers’ perceived efficacy among English as a foreign language teachers in Venezuela. Teaching and Teacher Education, 21, 257-272.
  • Chan, D. W. (2002). Stress, self-efficacy, social support, and psychological distress among prospective Chinese teachers in Hong Kong. Educational Psychology, 22(5), 557–569.
  • Cohen, S., Underwood, L. G., & Gottlieb, B. H. (2000). Social support measurement and intervention. New York: Oxford University Press.
  • Cornu, R. L. (2005). Peer mentoring: Engaging pre‐service teachers in mentoring one another. Mentoring & Tutoring: Partnership in Learning, 13(3), 355-366.
  • Cakiroglu, J., Capa-Aydin, Y., & Hoy, A. W. (2012). Science teaching efficacy beliefs. İçinde Fraser,. B.J., Tobin, K.G. ve McRobbie, C.J. (Ed.) Second international handbook of science education (ss. 449-461). Springer, Dordrecht.
  • Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits. Human needs and the self- determination of behaviour. Psychological Inquiry, 11, 227-268.
  • Deemer, S. A. (2004). Classroom goal orientation in high school classrooms: Revealing links between teacher beliefs and classroom environments. Educational Research, 46(1), 73-90.
  • Deneroff, V. (2016). Professional development in person: Identity and the construction of teaching within a high school science department. Cultural Studies of Science Education, 11(2), 213-233.
  • Ferguson, P. (2011). Student perceptions of quality feedback in teacher education. Assessment & Evaluation in Higher Education 36 (1), 51–62.
  • Finn, J. (1989). Withdrawing from school. Review of Educational Research, 59, 117-142.
  • Freeman, T., Anderman, L., & Jensen, J. (2007). Sense of belonging in college freshmen at the classroom and campus levels. The Journal of Experimental Education, 75(3), 203-220.
  • Garvis, S. (2013). Arts learning in Australian kindergartens: One case study exploring the scaffolding of domain specific knowledge. The International Journal of Early Childhood Learning, 19, 15-22.
  • Gersten, R., Keating, T., Yovanoff, P. and Harniss, M. K. (2001). Working in special education: factors that enhance special educators’ intent to stay. Exceptional Children, 67(4), 549-567.
  • Goodenow, C. (1993a). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30, 79-90.
  • Goodenow, C. (1993b). Classroom belonging among early adolescent students: Relationships to motivation and achievement. Journal of Early Adolescence, 13, 21-43.
  • Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends' values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62(1), 60-71.
  • Goddard, R. D., Tschannen-Moran, M., & Hoy, W. K. (2001). A multilevel examination of the distribution and effects of teacher trust in students and parents in urban elementary schools. The Elementary School Journal, 102(1), 3-17.
  • Guskey, T. R. (1981). Measurement of responsibility teachers assume for academic successes and failures in the classroom. Journal of Teacher Education, 32,44-51.
  • Hagger, H., Mutton, T., & Burn, K. (2011). Surprising but not shocking: The reality of the first year of teaching. Cambridge Journal of Education, 41(4), 387-405.
  • Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, 495-513.
  • Ho, N. K. N., Schweitzer, R. D., & Khawaja, N. G. (2017). Academic achievement among recently arrived Chinese adolescent migrants: The role of social support, school belonging, and acculturative stress. Journal of Psychologists and Counsellors in Schools, 27(1), 24-36.
  • Hobson, A. J. 2009. On being bottom of the pecking order: beginner teachers Perceptions and Experiences of Support. Teacher Development, 13 (4), 299–320.
  • Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Articles, 2.
  • Karasar, N. (2017). Bilimsel araştırma yöntemi: kavramlar ilkeler teknikler (32. Baskı). Ankara: Nobel Yayıncılık.
  • Klassen, R. M. (2004). A cross-cultural investigation of the efficacy beliefs of South Asian immigrant and Anglo Canadian nonimmigrant early adolescents. Journal of Educational Psychology, 96(4), 731-742.
  • Kline, R. B. (2015). Principles and practice of structural equation modeling (4th ed.) New York: Guilford Press.
  • Kruger, L. J. (1997). Social support and self-efficacy in problem solving among teacher assistance teams and school staff. The Journal of Educational Research, 90(3), 164-168.
  • Maslow, A. (1999). Toward a psychology of being (3rd ed.). Princeton, NJ: Van Nostrand.
  • McMahon, S. D., Wernsman, J., & Rose, D. S. (2009). The relation of classroom environment and school belonging to academic self-efficacy among urban fourth-and fifth-grade students. The Elementary School Journal, 109(3), 267-281.
  • Nichols, S. L. (2008). An exploration of students’ belongingness beliefs in one middle school. The Journal of Experimental Education, 76(2), 145–169.
  • Pogodzinski, B. (2013). Collegial support and novice teachers’ perceptions of working conditions. Journal of Educational Change 15, 467–489. doi:10.1007/s10833-013-9221-x.
  • Rosenfeld, L. B., Richman, J. M., & Bowen, G. L. (2000). Social support networks and school outcomes: The centrality of the teacher. Child and Adolescent Social Work Journal, 17(3), 205-226.
  • Sánchez, B., Colón, Y., & Esparza, P. (2005). The role of sense of school belonging and gender in the academic adjustment of Latino adolescents. Journal of Youth and Adolescence, 34(6), 619-628.
  • Sarı, M. (2013). Lise öğrencilerinde okula aidiyet duygusu. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 13(1), 147-160.
  • Schaufeli, W. B., & Bakker, A. D. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25, 293-315.
  • Schunk, D. H., & Zimmerman, B. J. (2007). In- fluencing children’s self-efficacy and self- regulation of reading and writing through modeling. Reading and Writing Quarterly, 23, 7–25.
  • Schlichte, J., Yssel, N., & Merbler, J. (2005). Pathways to burnout: Case studies in teacher isolation and alienation. Preventing School Failure: Alternative Education for Children and Youth, 50(1), 35-40.
  • Shen, Y. E. (2009). Relationships between self‐efficacy, social support and stress coping strategies in Chinese primary and secondary school teachers. Stress and Health, 25(2), 129-138.
  • Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069.
  • Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and teacher education, 27(6), 1029-1038.
  • Soini, T., Pyhältö, K., & Pietarinen, J. (2010). Pedagogical well‐being: reflecting learning and well‐being in teachers’ work. Teachers and Teaching: theory and practice, 16(6), 735-751.
  • Song, S. & Alpaslan, M. M. (2015). Factors impacting on teachers’ job satisfaction related to science teaching: A mixed methods study. Science Education International, 26(3), 358-375
  • Stockard, J., & Lehman, M. B. (2004). Influences on the satisfaction and retention of 1st-year teachers: The importance of effective school management. Educational Administration Quarterly, 40(5), 742-771.
  • Trujillo, G., & Tanner, K. D. (2014). Considering the role of affect in learning: Monitoring students' self-efficacy, sense of belonging, and science identity. CBE-Life Sciences Education, 13(1), 6-15.
  • Uwah, C., McMahon, H., & Furlow, C. (2008). School belonging, educational aspirations, and academic self-efficacy among African American male high school students: Implications for school counselors. Professional School Counseling, 11(5), 296-305.
  • Väisänen, S., Pietarinen, J., Pyhältö, K., Toom, A., & Soini, T. (2017). Social support as a contributor to student teachers’ experienced well-being. Research Papers in Education, 32(1), 41-55.
  • Walker, C. O. (2004). Classroom belonging, self-efficacy, and perceived instrumentality: Influences on academic engagement and achievement. (Unpublished doctoral dissertation) University of Oklahoma, Norman, Oklahoma.
There are 59 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Muhammmet Mustafa

Alpaslan Özgür Ulubey This is me

Kasım Yıldırım This is me

Publication Date August 1, 2018
Published in Issue Year 2018 Volume: 19 Issue: 1

Cite

APA Mustafa, M., Ulubey, A. Ö., & Yıldırım, K. (2018). ÖĞRETMEN ADAYLARININ ALGILADIKLARI DESTEK, AİDİYET DUYGUSU VE ÖĞRETMEN ÖZ-YETERLİK İLİŞKİSİNİN İNCELENMESİ. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 19(1), 242-261.

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