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ÖĞRETMENLERİN OKURYAZARLIK ÖĞRETİMİ ÖZYETERLİLİK ALGISI ÖLÇEĞİ TÜRKÇE UYARLAMASI: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Year 2018, Volume: 47 Issue: 220, 105 - 132, 15.11.2018

Abstract

Bu çalışmada, öğrencilerin okuryazarlık becerilerinin edinimi ve geliştirilmesi sürecinde onlara yardımcı olan öğretmenlerin özyeterlilik algılarını belirlemek için Tschannen-Moran ve Johnson (2011) tarafından geliştirilen “Öğretmenlerin Okuryazarlık Öğretimi Özyeterlilik Algısı Ölçeği”nin Türkçeye uyarlaması yapılmıştır. Bunun için birinci aşamada, ölçeğin İngilizceden Türkçeye çevirisi yapılmış ve sınıf, Türkçe ve İngilizce öğretmenliği alanlarında çalışan 225 kişiye uygulanmıştır. İkinci aşamada, ölçek uyarlama çalışması yapılan grubun dışında, dil eğitimi yapan öğretmenlere de uygulanarak toplam 338 öğretmenin okuryazarlık eğitimi özyeterlilik algıları çeşitli değişkenler açısından incelenmiştir. Uyarlama çalışması için elde edilen veriler kullanılarak ölçeğin alt-üst grup %27’lik dilime göre madde ayırt ediciliğine, madde toplam korelasyona dayalı iç geçerliğine, Cronbach’s Alpha güvenirlik katsayısına, ölçeğin yapı geçerliğine ve doğrulayıcı faktör analizi uyum indekslerine bakılmıştır. Buna göre ölçek, tek faktörlü 22 maddelik yapıya sahiptir. Doğrulayıcı faktör analizi sonucu ölçeğin tanımlanan yapının %38’ini açıkladığı ve yapı güvenirliğinin 0,93 olduğu belirlenmiştir. Cronbach’s Alpha güvenirlik değerinin 0,92; doğrulayıcı faktör analizinde 1. Düzey tek faktörlü yapının doğrulandığı ve hesaplanan uyum indeks değerlerinin çoğunun mükemmel uyum sergilediği görülmüştür. Uyarlanan ve son şekli verilen ölçek formuna öğretmenlere ait kişisel bilgi formu eklenerek ilk örneklem grubundan farklı 338 kişilik bir öğretmen grubuna
uygulama yapılmıştır. Öğretmenlerin branş, mezun oldukları fakülte, öğrenim düzeyleri ve çalıştıkları kurum değişkenlerine göre okuryazarlık öğretimi özyeterlilik algıları incelenmiş, bunlara göre özyeterlilik algıları arasında anlamlı farklılık olduğu sonucuna ulaşılmıştır. Öğretmenlerin cinsiyet, yaş ve hizmet sürelerine göre özyeterlilik algıları arasında ise anlamlı farklılık olmadığı sonucuna ulaşılmıştır.

References

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84 (2), 191-215. http://dx.doi.org/10.1037/0033-295X.84.2.191
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice- Hall, Inc.
  • Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development. (Vol. 6, pp. 1-60). Greenwich, CT: JAI Press.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W H Freeman/Times Books/ Henry Holt ve Co.
  • Bandura, A. (2006). Guide for Constructing Self-Efficacy Scales. In F. Pajares ve T. Urdan (Eds.), Self-Efficacy Beliefs of Adolescents (Vol. 5, pp. 307-337). Greenwich, CT: Information Age Publishing.
  • Burke, B. (2017). Teacher Self-Efficacy in Writing and Instructional Choices: A Correlational Study (Doctoral dissertation). Retrieved from http://commons.cu-portland.edu/edudissertations/ 49
  • Büyüköztürk, Ş., Çokluk, O. ve Şekercioğlu, G. (2012) Sosyal bilimler için çok değişkenli SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi.
  • Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Ankara: Pegem Akademi.
  • Deniz, K. Z. (2007). Psikolojik ölçme aracı uyarlama. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 40 (1), 1-16.
  • Fleming, K. G. (2013). Preservice student teachers’ knowledge and beliefs concerning boys’ literacy instruction and its correlation to their teacher sense of efficacy (Doctoral dissertation). Retrieved from https://tamucc-ir.tdl.org/tamucc-ir/handle/1969.6/498
  • Fraenkel, J. R., Wallen, N. E. ve Hyun, H. H. (2012). How to design and evaluate research in education. Boston: McGraw Hill.
  • Öğretmenlerin Okuryazarlık Öğretimi Özyeterlilik Algısı Ölçeği Türkçe Uyarlama... Millî Eğitim Sayı 220 Güz/2018 129
  • Graham, S., Harris, K. R., Fink, B. ve MacArthur, C. A. (2001). Teacher efficacy in writing: A construct validation with primary grade teachers. Scientific Studies of Reading, 5 (2), 177–202.
  • Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and teacher education, 4 (1), 63-69.
  • Hambleton, R. K., Merenda, P. F. ve Spielberger, C. D. (Eds.). (2005). Adapting educational and psychological tests for cross-cultural assessment. Lawrence Erlbaum Associates, Mahwah, NJ.
  • Haverback, H.R., (2007). Pre-service reading teachers as tutors: An examination of efficacy and content knowledge. (Doctoral dissertation). Retrieved from Dissertation Abstracts International Section A: Humanities and Social Sciences.
  • Hodges, T. S. (2015). The Impact of Teacher Education Writing-Intensive Courses on Preservice Teachers’ Self-Efficacy for Writing and Writing Instruction (Doctoral dissertation). 20.12.2017 tarihinde http://oaktrust.library.tamu.edu/bitstream/handle/1969.1/155427/HODGES-DISSERTATION 2015.pdf?sequence=1ve isAllowed=y adresinden erişilmiştir. International Test Commission. (2005). The ITC guidelines for translating and adapting tests Version 1.0. (2nd ed.). 20.12.2017 tarihinde https://www.intestcom.org/files/guideline_test_ adaptation_2ed.pdf adresinden erişilmiştir.
  • Johnson, D. (2010). Learning to Teach: The Influence of a University-School Partnership Project on Pre-Service Elementary Teachers’ Efficacy for Literacy Instruction. Reading Horizons, 50 (1), 23-48.
  • Jöreskog, K. (2002). Structural equation modeling with ordinal variables using LISREL. 09.10.2017 tarihinde https://www.researchgate.net/profile/Karl_Joereskog/publication/254206917_Structural_Equation_Modeling_with_Ordinal_Variables_using_LISREL/ links/54d52d230cf24647580710aa/Structural-Equation-Modeling-with-Ordinal-Variables- using-LISREL.pdf adresinden erişilmiştir.
  • Kalaycı, Ş. (2009). SPSS uygulamalı çok değişkenli istatistik teknikleri. Ankara: Asil Yayınları.
  • Kelley, T. L. (1939). The selection of upper and lower groups for the validation of test items. Journal of educational psychology, 30 (1), 17-24.
  • Keys, A. (2016). High school teachers’ perceived self-efficacy in teaching literacy across the 204 curriculum in Tennessee First Core Region 1 High Schools (Doctoral dissertation). 20.12.2017 tarihinde https://dc.etsu.edu/cgi/viewcontent.cgireferer=https://www.google.com.tr/&httpsredir=1&article=4515&context=etd adresinden erişilmiştir.
  • Klassen, R. M.ve Usher, E. L. (2010). Self-efficacy in educational settings: Recent research and emerging directions. In Advances in motivation and achievement. (Vol. 16, pp. 1-33). Emerald Group Publishing Limited Howard House, Bingley BD16 1WA, UK.
  • Köklü, N., Büyüköztürk, Ş. ve Bökeoğlu, Ç. Ö. (2007). Sosyal bilimler için istatistik. Ankara: Pege Akademi.
  • Halit Karatay / Fatih Destebaşı / Kadir Vefa Tezel / Sami Pektaş 130 Millî Eğitim Sayı 220 Güz/2018
  • Martin, C. (2012). A study of factors that contribute to preservice teachers’ sense of efficacy for literacy instruction. (Doctoral dissertation). 20.12.2017 tarihinde https://search.proquest.com/ docview/1015169586?pq-origsite=gscholar adresinden erişilmiştir.
  • Midgley, C., Feldlaufer, H.ve Eccles, J. S. (1989). Change in teacher efficacy and student self-and task-related beliefs in mathematics during the transition to junior high school. Journal of educational Psychology, 81(2), 247-258.
  • OECD (2016), PISA 2015 Results (Volume I): Excellence and Equity in Education, OECD Publishing, Paris. 20.12.2017 tarihinde http://dx.doi.org/10.1787/9789264266490-en adresinden erişilmiştir.
  • Öğretmenlik Mesleği Genel Yeterlilikleri. (2017). Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü, Ankara. 20.12.2017 tarihinde http://oygm.meb.gov.tr/meb_iys_dosyalar/ 2017_12/11115355_YYRETMENLYK_MESLEYY_GENEL_YETERLYKLERY.pdf adresinden erişilmiştir.
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66 (4), 543-578.
  • Phillips, D. (2009). Quantitative study of the correlation of teacher leadership and teacher self-efficacy on student reading outcomes (Doctoral dissertation). 20.12.2017 tarihinde https://search. proquest.com/openview/e8a5a6234fc6939f2e6532205a4b650b/1?pq-origsite=gscholarvecbl= 18750vediss=y adresinden erişilmiştir.
  • Poggio, J. M. (2012). Teacher Sense of Efficacy for Literacy Instruction and Students’ Reading Achievement in Grades Three through Eight (Doctoral dissertation). 20.12.2017 tarihinde https:// search.proquest.com/docview/1289079831 adresinden erişilmiştir.
  • Ramey-Gassert, L., Shroyer, M. G.ve Staver, J. R. (1996). A qualitative study of factors influencing science teaching self-efficacy of elementary level teachers. Science Education, 80 (3), 283- 315.
  • Riggs, I. M.ve Enochs, L. G. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74 (6), 625-637.
  • Sara R. Helfrich ve Sarah K. Clark (2016) A Comparative Examination of Pre- Service Teacher Self-Efficacy Related to Literacy Instruction. Reading Psychology, 37 (7), 943-961. DOI: 10.1080/02702711.2015.1133466.
  • Savran, A.ve Çakiroglu, J. (2003). Differences between elementary and secondary preservice science teachers’ perceived efficacy beliefs and their classroom management beliefs. TOJET: The Turkish Online Journal of Educational Technology, 2 (4), 15-20.
  • Schermelleh-Engel, K., Moosbrugger, H.ve Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of psychological research online, 8 (2), 23-74.
  • Sture, J. A. (2014). An exploration of teacher efficacy for the literacy instruction of struggling readers (Master of Arts Thesis). 20.12.2017 tarihinde https://core.ac.uk/download/ pdf/56378698.pdf adresinden erişilmiştir.
  • Öğretmenlerin Okuryazarlık Öğretimi Özyeterlilik Algısı Ölçeği Türkçe Uyarlama... Millî Eğitim Sayı 220 Güz/2018 131
  • Szabo, S.ve Mokhtari, K. (2004). Developing a reading teaching efficacy instrument for teacher candidates: a validation study. Action in Teacher Education, 26 (3), 59-72.
  • Tan, Ş. (2016). SPSS ve excel uygulamalı temel istatistik-1. Ankara: Pegem Akademi.
  • Tezbaşaran, A. (1997). Likert tipi ölçek hazırlama kılavuzu, Mersin: E-Kitap
  • Tschannen-Moran, M. ve Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27 (4), 751-761. doi:10.1016/j. tate.2010.12.005
  • Tschannen-Moran, M., Woolfolk Hoy, A.ve Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68 (2), 202-248. doi:10.3102/00346543068002202 Tschannen-Moran, M.ve Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27 (4), 751-761.
  • Tschannen-Moran, M.ve Woolfolk Hoy, A. (2001). Teacher self-efficacy: Capturing and elusive construct. Teaching and Teacher Education, 17 (1), 783-805.
  • Vaughn, P. K. (2014). Effects of participation in a teaching practicum on self-efficacy of preservice teachers of reading (Doctoral dissertation). 20.12.2017 tarihinde https://search.proquest.com/docview/ 1662821642/ adresinden erişilmiştir.
  • West-Raymond, T. (2016). Novice Teachers’ Self-Efficacy in Literacy Instruction (Doctoral dissertation). 20.12.2017 tarihinde https://uh-ir.tdl.org/uh-ir/handle/10657/1728 adresinden erişilmiştir.
Year 2018, Volume: 47 Issue: 220, 105 - 132, 15.11.2018

Abstract

References

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84 (2), 191-215. http://dx.doi.org/10.1037/0033-295X.84.2.191
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice- Hall, Inc.
  • Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development. (Vol. 6, pp. 1-60). Greenwich, CT: JAI Press.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W H Freeman/Times Books/ Henry Holt ve Co.
  • Bandura, A. (2006). Guide for Constructing Self-Efficacy Scales. In F. Pajares ve T. Urdan (Eds.), Self-Efficacy Beliefs of Adolescents (Vol. 5, pp. 307-337). Greenwich, CT: Information Age Publishing.
  • Burke, B. (2017). Teacher Self-Efficacy in Writing and Instructional Choices: A Correlational Study (Doctoral dissertation). Retrieved from http://commons.cu-portland.edu/edudissertations/ 49
  • Büyüköztürk, Ş., Çokluk, O. ve Şekercioğlu, G. (2012) Sosyal bilimler için çok değişkenli SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi.
  • Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Ankara: Pegem Akademi.
  • Deniz, K. Z. (2007). Psikolojik ölçme aracı uyarlama. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 40 (1), 1-16.
  • Fleming, K. G. (2013). Preservice student teachers’ knowledge and beliefs concerning boys’ literacy instruction and its correlation to their teacher sense of efficacy (Doctoral dissertation). Retrieved from https://tamucc-ir.tdl.org/tamucc-ir/handle/1969.6/498
  • Fraenkel, J. R., Wallen, N. E. ve Hyun, H. H. (2012). How to design and evaluate research in education. Boston: McGraw Hill.
  • Öğretmenlerin Okuryazarlık Öğretimi Özyeterlilik Algısı Ölçeği Türkçe Uyarlama... Millî Eğitim Sayı 220 Güz/2018 129
  • Graham, S., Harris, K. R., Fink, B. ve MacArthur, C. A. (2001). Teacher efficacy in writing: A construct validation with primary grade teachers. Scientific Studies of Reading, 5 (2), 177–202.
  • Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and teacher education, 4 (1), 63-69.
  • Hambleton, R. K., Merenda, P. F. ve Spielberger, C. D. (Eds.). (2005). Adapting educational and psychological tests for cross-cultural assessment. Lawrence Erlbaum Associates, Mahwah, NJ.
  • Haverback, H.R., (2007). Pre-service reading teachers as tutors: An examination of efficacy and content knowledge. (Doctoral dissertation). Retrieved from Dissertation Abstracts International Section A: Humanities and Social Sciences.
  • Hodges, T. S. (2015). The Impact of Teacher Education Writing-Intensive Courses on Preservice Teachers’ Self-Efficacy for Writing and Writing Instruction (Doctoral dissertation). 20.12.2017 tarihinde http://oaktrust.library.tamu.edu/bitstream/handle/1969.1/155427/HODGES-DISSERTATION 2015.pdf?sequence=1ve isAllowed=y adresinden erişilmiştir. International Test Commission. (2005). The ITC guidelines for translating and adapting tests Version 1.0. (2nd ed.). 20.12.2017 tarihinde https://www.intestcom.org/files/guideline_test_ adaptation_2ed.pdf adresinden erişilmiştir.
  • Johnson, D. (2010). Learning to Teach: The Influence of a University-School Partnership Project on Pre-Service Elementary Teachers’ Efficacy for Literacy Instruction. Reading Horizons, 50 (1), 23-48.
  • Jöreskog, K. (2002). Structural equation modeling with ordinal variables using LISREL. 09.10.2017 tarihinde https://www.researchgate.net/profile/Karl_Joereskog/publication/254206917_Structural_Equation_Modeling_with_Ordinal_Variables_using_LISREL/ links/54d52d230cf24647580710aa/Structural-Equation-Modeling-with-Ordinal-Variables- using-LISREL.pdf adresinden erişilmiştir.
  • Kalaycı, Ş. (2009). SPSS uygulamalı çok değişkenli istatistik teknikleri. Ankara: Asil Yayınları.
  • Kelley, T. L. (1939). The selection of upper and lower groups for the validation of test items. Journal of educational psychology, 30 (1), 17-24.
  • Keys, A. (2016). High school teachers’ perceived self-efficacy in teaching literacy across the 204 curriculum in Tennessee First Core Region 1 High Schools (Doctoral dissertation). 20.12.2017 tarihinde https://dc.etsu.edu/cgi/viewcontent.cgireferer=https://www.google.com.tr/&httpsredir=1&article=4515&context=etd adresinden erişilmiştir.
  • Klassen, R. M.ve Usher, E. L. (2010). Self-efficacy in educational settings: Recent research and emerging directions. In Advances in motivation and achievement. (Vol. 16, pp. 1-33). Emerald Group Publishing Limited Howard House, Bingley BD16 1WA, UK.
  • Köklü, N., Büyüköztürk, Ş. ve Bökeoğlu, Ç. Ö. (2007). Sosyal bilimler için istatistik. Ankara: Pege Akademi.
  • Halit Karatay / Fatih Destebaşı / Kadir Vefa Tezel / Sami Pektaş 130 Millî Eğitim Sayı 220 Güz/2018
  • Martin, C. (2012). A study of factors that contribute to preservice teachers’ sense of efficacy for literacy instruction. (Doctoral dissertation). 20.12.2017 tarihinde https://search.proquest.com/ docview/1015169586?pq-origsite=gscholar adresinden erişilmiştir.
  • Midgley, C., Feldlaufer, H.ve Eccles, J. S. (1989). Change in teacher efficacy and student self-and task-related beliefs in mathematics during the transition to junior high school. Journal of educational Psychology, 81(2), 247-258.
  • OECD (2016), PISA 2015 Results (Volume I): Excellence and Equity in Education, OECD Publishing, Paris. 20.12.2017 tarihinde http://dx.doi.org/10.1787/9789264266490-en adresinden erişilmiştir.
  • Öğretmenlik Mesleği Genel Yeterlilikleri. (2017). Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü, Ankara. 20.12.2017 tarihinde http://oygm.meb.gov.tr/meb_iys_dosyalar/ 2017_12/11115355_YYRETMENLYK_MESLEYY_GENEL_YETERLYKLERY.pdf adresinden erişilmiştir.
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66 (4), 543-578.
  • Phillips, D. (2009). Quantitative study of the correlation of teacher leadership and teacher self-efficacy on student reading outcomes (Doctoral dissertation). 20.12.2017 tarihinde https://search. proquest.com/openview/e8a5a6234fc6939f2e6532205a4b650b/1?pq-origsite=gscholarvecbl= 18750vediss=y adresinden erişilmiştir.
  • Poggio, J. M. (2012). Teacher Sense of Efficacy for Literacy Instruction and Students’ Reading Achievement in Grades Three through Eight (Doctoral dissertation). 20.12.2017 tarihinde https:// search.proquest.com/docview/1289079831 adresinden erişilmiştir.
  • Ramey-Gassert, L., Shroyer, M. G.ve Staver, J. R. (1996). A qualitative study of factors influencing science teaching self-efficacy of elementary level teachers. Science Education, 80 (3), 283- 315.
  • Riggs, I. M.ve Enochs, L. G. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74 (6), 625-637.
  • Sara R. Helfrich ve Sarah K. Clark (2016) A Comparative Examination of Pre- Service Teacher Self-Efficacy Related to Literacy Instruction. Reading Psychology, 37 (7), 943-961. DOI: 10.1080/02702711.2015.1133466.
  • Savran, A.ve Çakiroglu, J. (2003). Differences between elementary and secondary preservice science teachers’ perceived efficacy beliefs and their classroom management beliefs. TOJET: The Turkish Online Journal of Educational Technology, 2 (4), 15-20.
  • Schermelleh-Engel, K., Moosbrugger, H.ve Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of psychological research online, 8 (2), 23-74.
  • Sture, J. A. (2014). An exploration of teacher efficacy for the literacy instruction of struggling readers (Master of Arts Thesis). 20.12.2017 tarihinde https://core.ac.uk/download/ pdf/56378698.pdf adresinden erişilmiştir.
  • Öğretmenlerin Okuryazarlık Öğretimi Özyeterlilik Algısı Ölçeği Türkçe Uyarlama... Millî Eğitim Sayı 220 Güz/2018 131
  • Szabo, S.ve Mokhtari, K. (2004). Developing a reading teaching efficacy instrument for teacher candidates: a validation study. Action in Teacher Education, 26 (3), 59-72.
  • Tan, Ş. (2016). SPSS ve excel uygulamalı temel istatistik-1. Ankara: Pegem Akademi.
  • Tezbaşaran, A. (1997). Likert tipi ölçek hazırlama kılavuzu, Mersin: E-Kitap
  • Tschannen-Moran, M. ve Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27 (4), 751-761. doi:10.1016/j. tate.2010.12.005
  • Tschannen-Moran, M., Woolfolk Hoy, A.ve Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68 (2), 202-248. doi:10.3102/00346543068002202 Tschannen-Moran, M.ve Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27 (4), 751-761.
  • Tschannen-Moran, M.ve Woolfolk Hoy, A. (2001). Teacher self-efficacy: Capturing and elusive construct. Teaching and Teacher Education, 17 (1), 783-805.
  • Vaughn, P. K. (2014). Effects of participation in a teaching practicum on self-efficacy of preservice teachers of reading (Doctoral dissertation). 20.12.2017 tarihinde https://search.proquest.com/docview/ 1662821642/ adresinden erişilmiştir.
  • West-Raymond, T. (2016). Novice Teachers’ Self-Efficacy in Literacy Instruction (Doctoral dissertation). 20.12.2017 tarihinde https://uh-ir.tdl.org/uh-ir/handle/10657/1728 adresinden erişilmiştir.
There are 47 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Halit Karatay

Fatih Destebaşı

Kadir Vefa Tezel This is me

Sami Pektaş

Publication Date November 15, 2018
Published in Issue Year 2018 Volume: 47 Issue: 220

Cite

APA Karatay, H., Destebaşı, F., Tezel, K. V., Pektaş, S. (2018). ÖĞRETMENLERİN OKURYAZARLIK ÖĞRETİMİ ÖZYETERLİLİK ALGISI ÖLÇEĞİ TÜRKÇE UYARLAMASI: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI. Milli Eğitim Dergisi, 47(220), 105-132.