An Investigation of the Primary School Teachers’ Self-Efficacy towards Teaching Thinking Skills in Terms of Several Variables
Abstract
The purpose of this
research is to investigate primary school teachers’ self-efficacy towards
teaching thinking skills on the basis of a set of variables. Descriptive
scanning model was used in the research. Working group of the research
consisted of 95 primary school teachers. The appropriate sampling method was
used in determining the working group. Personal information form and the scale
of self-efficacy towards teaching thinking skills were used as the data
collection tools. Descriptive statistics and multivariate analysis of variance
(MANOVA) were used in the analysis of the data. It was observed as a result of
the research that the primary school teachers partly agreed on the subscales of
teachers’ self-efficacy towards teaching thinking skills, academic competence
and practice and they agreed on the design. While there were not any meaningful
differences among the teachers relating to the teachers’ self-efficacy towards
teaching thinking skills and teachers’ gender, seniority and educational
status, there were meaningful differences relating to the subscales of the self-efficacy
towards teaching thinking skills and training of the teachers.
Keywords
Primary school teachers,thinking skills education,self-efficacy
References
- Akbulut, Y. (2011). Sosyal bilimlerde SPSS uygulamaları. İstanbul: İdeal.
- Alkın-Şahin, S., & Tunca, N. (2013). Düşünme becerileri, düşünmeyi destekleyen sınıf ortamı ve öğretmen davranışları. G. Ekici & M. Güven (Edt.) Öğrenme-öğretme yaklaşımları ve uygulama örnekleri. Ankara: Pegem.
- Ashton, P.T., & Webb, R.B. (1986). Making a differance: teachers’ sense of efficacy and student achievement. New York: Longman.
- Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman.
- Bandura, A., & Schunk, D.H. (1981). Cultivating competence, selfefficacy, and intrinsic interest through proximal selfmotivation. Journal of Personality and Social Psychology, 41, 586-598.
- Berg, B.L. (2001). Qualitative research methods for the social sciences. Boston, MA: Allyn & Bacon.
- Beyer, K.B. (1988). Devoloping a scope and sequence for thinking skills instruction. Educational Leadership, Erişim Tarihi: 19/05/2016 https://www.google.com.tr/url?sa=t&rct=j&q=&esrc= s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwjouOSy7eXMAhWLvhQKHZQJAjkQFggaMAA&url=http%3A%2F%2Fwww.ascd.org%2FASCD%2Fpdf%2Fjournals%2Fed_lead%2 Fel_198804_beyer.pdf&usg=AFQjCNF-XdYWgXXBIpfKm6ERGDMGKPwg&sig2=Txc3Q65bnv TQcZpCHYurtg.
- Büyüköztürk, Ş., Çakmak, K.E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2010). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
- Can, A. (2013). SPSS ile nicel veri analizi. Ankara: Pegem.
- Dilekli, Y. (2015). Öğretmenlerin düşünmeyi öğretmeye yönelik yaptıkları sınıf içi uygulamalar, özyeterlik düzeyleri ve öğretim stilleri arasındaki ilişki. Yayımlanmamış Doktora Tezi. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü, Balıkesir.