Investigation of Self-Efficacy Beliefs of Preschool Teachers in Terms of Certain Variables
Abstract
The aim of this study is to determine whether the self-efficacy beliefs of teachers who work as preschool teachers in different institutions differ according to factors gender, age, professional experience and the type of institution. The study group consisted of 108 preschool teachers working in the city center of Konya. Data collection tools were “Demographic Information Form” developed by the researcher, and “Self-efficacy Beliefs Scale of Preschool Teachers” developed by Tepe and Demir (2012). The data of the study were analyzed by independent samples t test and one way variance analysis (ANOVA) using SPPS package program. According to the results of the study, it was found that the self-efficacy beliefs of pre-school teachers did not differ significantly according to gender, age, professional experience and the type of institution studied. Results of this study overlaps with the literature. For future studies, it can be suggested to conduct studies with different working groups in different branches with different variables, and in-depth analyzes supported by qualitative data are required.
Keywords
References
- Aliyev, R. (2016). Sosyal bilişsel öğrenme. (Editör: Ş. Işık), Eğitim Psikolojisi , s .429-447. Ankara: Pegem Akademi.
- Babaoğlan, E. ve Korkut, K. (2010). Sınıf öğretmenlerinin öz yeterlik inançları ile sınıf yönetimi beceri algıları arasındaki ilişki. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 21-40
- Bandura, A. (1994). Self-efficacy. (Editör: V. S. Ramachaudran), Encyclopedia of human behavior s. 71-81. New York: Academic Press.
- Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
- Bangs, J., ve Frost, D. (2012). Teacher self-efficacy, voice and leadership: towards a policy framework for education international. University of Cambrigde Education International Research Institute, s.1-50 https://www.educ.cam.ac.uk/networks/lfl/projects/teacherleadership/EI_teacher_self-efficacy_voice_leadership-1.pdf Erişim Tarihi: 10.10.2018
- Bümen, N. T. ve Özaydın, T. E. (2013). Adaylıktan göreve öğretmen özyeterliği ve öğretmenlik mesleğine yönelik tutumlardaki değişimler. Eğitim ve Bilim, 38(169). 109-125
- Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2012). Bilimsel araştırma yöntemleri (13. Baskı). Ankara: PegemAkademi.
- Cappella, E., Aber, J., ve Kim, H. (2016). Teaching beyond achievement tests: Perspectives from developmental and education science. Washington, DC: American Educational Research Association.
- Caprara, G. V., Barbaranelli, C., Steca, P., ve Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of school psychology, 44(6), 473-490.
- Demirtaş, H., Cömert, M., ve Özer, N. (2011). Öğretmen adaylarının özyeterlik inançları ve öğretmenlik mesleğine ilişkin tutumları. Eğitim ve Bilim, 36(159). 96-111.