Sınıf öğretmenlerine yönelik metin yazmayı öğretme öz yeterlik inançları ölçeğinin geliştirilmesi

Bengisu Kaya Özgül; Seyit Ateş

doi:10.29000/rumelide.1252764

Research Article

Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86–95. https://doi.org/10.1177/088840649401700203
Bañales, G., Ahumada, S., Graham, S., Puente, A., Guajardo, M., & Muñoz, I. (2020). Teaching writing in grades 4–6 in urban schools in Chile: A national survey. Reading and Writing, 33, 2661-2696. https://doi.org/10.1007/s11145-020-10055-z
Bandura, A. (2006). Guide for constructing self-efficacy scales. F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307–337). Greenwich, CT: Information Age Publishing.
Bandura, A. (1997). Exercise of personal and collective efficacy in changing societies. A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1–45). New York: Cambridge University Press.
Berrier, D. (2009). The impact of teacher self-efficacy in writing on instruction and evaluation of writing in a school district in Western North Carolina (Doctoral dissertation). Retrieved from https://digitalcommons.gardner-webb.edu/education_etd/101/
Blanch, N. (2016). Examining elementary preservice teacher efficacy to teach writing in a title 1 school: A mixed method study of a school-based teacher education course intervention (Doctoral dissertation). Retrieved from https://stars.library.ucf.edu/etd/5074/
Brindle, M., Graham, S., Harris, K. R., & Hebert, M. (2016). Third and fourth grade teacher's classroom practices in writing: A national survey. Reading and Writing, 29, 929–954. https://doi.org/10.1007/s11145-015-9604-x
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136−162). Newbury Park, CA: Sage.
Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25–38. https://doi.org/10.1037/a0029692 Retrieved from https://www.researchgate.net/publication/258111166_Examining_Dimensions_of_Self-Efficacy_for_Writing
Burke, B. (2017). Teacher self-efficacy in writing and instructional choices: A correlational study (Doctoral dissertation). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/91/ Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. Journal of Experimental Education, 60(4), 323–337. Retrieved from https://umaine.edu/edhd/wp-content/uploads/sites/54/2010/03/Coladarci-1992.pdf
Curtis, G. (2017). The impact of teacher efficacy and beliefs on writing instruction. The Delta Kappa Gamma Bulletin: International Journal for Professional Educators 84(1), 17–24. Retrieved from https://www.dkg.is/static/files/skjol_landsamband/bulletin_grein_jona.pdf#page=17
DeVellis, R. F. (2014). Ölçek geliştirme kuram ve uygulamalar (T. Totan, Çev.). Ankara: Nobel Yayın.
Doyle, A., Zhang, J., & Mattatall, C. (2015). Spelling instruction in the primary grades: Teachers’ beliefs, practices, and concerns. Reading Horizons, 54(2), 1-34. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol54/iss2/2
Fang, Z. (1996). What counts as good writing? A case study of relationships between teacher beliefs and pupil conceptions. Reading Horizons, 36(3), 249-259. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol36/iss3/4/
Fraser, L. E. (2014). Teacher efficacy beliefs: How general teachers feel towards English language learners (Master’s thesis). Retrieved from https://mds.marshall.edu/etd/828/
Gaitas, S., & Martins, M. A. (2015). Relationships between primary teachers’ beliefs and their practices in relation to writing instruction. Research Papers in Education, 30(4), 492–505. https://doi.org/10.1080/02671522.2014.908406
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582. https://doi.org/10.1037/0022-0663.76.4.569
Gilbert, J., & Graham, S. (2010). Teaching writing to elementary students in grades 4–6: A national survey. The Elementary School Journal, 110(4), 494-518. https://doi.org/10.1086/651193
Göçer, A. (2018). Yazma eğitimi. Ankara: Pegem Akademi.
Graham, S., Harris, K. R., Fink, B., & MacArthur, C. A. (2001). Teacher efficacy in writing: A construct validation with primary grade teachers. Scientific Studies of Reading, 5(2), 177–202. https://doi.org/10.1207/S1532799Xssr0502_3 Retrieved from https://www.researchgate.net/publication/248942947_Teacher_Efficacy_in_Writing_A_Construct_Validation_With_Primary_Grade_Teachers
Graham, S., Harris, K. R., MacArthur, C., & Fink, B. (2002). Primary grade teachers’ theoretical orientations concerning writing instruction: Construct validation and a nationwide survey. Contemporary Educational Psychology, 27, 147–166. https://doi.org/10.1006/ceps.2001.1085
Hodges, T. S. (2015). The impact of teacher education writing-intensive courses on preservice teachers’ self-efficacy for writing and writing instruction (Doctoral dissertation). Retrieved from https://oaktrust.library.tamu.edu/handle/1969.1/155427
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Hughey, S. L. (2010). Development of a teaching writing self-efficacy scale (Doctoral dissertation). Retrieved from https://ir.ua.edu/bitstream/handle/123456789/837/file_1.pdf?sequence=1
Hughey-Surman, S., & Schumacker, R. E. (2012). Writing self-efficacy instrument: Development and validation. Online International Journal of Arts and Humanities, 1(5), 89-98. Retrieved from https://www.semanticscholar.org/paper/Writing-Self-Efficacy-Instrument-%3A-Development-and-Surman-Schumacker/8923df0317251429d4101ffa028aedcbcc8a1c09
Karatay, H., Destebaşı, F., Tezel, K. V. & Pektaş, S. (2018). Öğretmenlerin okuryazarlık öğretimi özyeterlilik algısı ölçeği Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması. Milli Eğitim, 220, 105-131. https://dergipark.org.tr/en/download/article-file/582699 sayfasından erişilmiştir.
Kılıç-Çakmak, E., Çebi, A. & Kan, A. (2014). E-öğrenme ortamlarına yönelik “sosyal bulunuşluk ölçeği” geliştirme çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 14(2), 755–768. doi: 10.12738/estp.2014.2.1847 https://toad.halileksi.net/sites/default/files/pdf/e-ogrenme-ortamlarina-yonelik-sosyal-bulunusluk-olcegi-toad.pdf sayfasından erişilmiştir.
Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press.
Mohtar, T. M. T., Singh, C. K. S., Kepol, N., Ahmad, A. Z. L., & Moneyam, S. (2017). Analysis of teacher beliefs and efficacy for teaching writing to weak learners. English Language Teaching, 10(9), 208-217. https://doi.org/10.5539/elt.v10n9p208
Mojavezi, A. & Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students’ motivation and achievement. Theory and Practice in Language Studies, 2(3), 483-491. https://doi.org/10.4304/tpls.2.3.483-491
Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus user’s guide (7th Eds.). Los Angeles, CA: Author.
Müldür, M. (2017). Öz düzenlemeye dayalı yazma eğitiminin ortaokul öğrencilerinin bilgilendirici metin yazma becerisine, yazmaya yönelik öz düzenleme becerisine ve yazma öz yeterlik algısına etkisi. (Doktora tezi). https://tez.yok.gov.tr sayfasından erişilmiştir.
Nunnally, J. C., & Bernstein, I. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.
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Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307 Retrieved from https://www.jstor.org/stable/1170741?seq=1#metadata_info_tab_contents
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Sınıf öğretmenlerine yönelik metin yazmayı öğretme öz yeterlik inançları ölçeğinin geliştirilmesi

Year 2023, Issue: 32, 27 - 44, 21.02.2023

Bengisu Kaya Özgül , Seyit Ateş

https://doi.org/10.29000/rumelide.1252764

Abstract

Öğretmenlerin öğrencilere yazmayı öğretmeye yönelik öz yeterliklerine dair inançları, öğrencilerin yazma becerisini kazanmalarında ve geliştirmelerinde etkilidir. Özellikle ilkokul kademesinde öğrencilerin yazma becerilerini kazanmalarında ve geliştirmelerinde sınıf öğretmenlerinin oldukça önemli görev ve sorumlulukları bulunmaktadır. Bu nedenle araştırmada, sınıf öğretmenlerine yönelik “Metin Yazmayı Öğretme Öz Yeterlik İnançları Ölçeği”nin geliştirilmesi amaçlanmıştır. Araştırmanın katılımcılarını sınıf öğretmenleri oluşturmaktadır. Çalışma grubu, Açımlayıcı Faktör Analizi (AFA) için 271 sınıf öğretmeninden, Doğrulayıcı Faktör Analizi (DFA) için ise ölçeğin daha önce uygulanmadığı 253 sınıf öğretmeninden oluşmaktadır. Bu çalışma kapsamında geliştirilen Metin Yazmayı Öğretme Öz Yeterlik İnançları Ölçeği’nin yapı geçerliğini test etmek amacıyla sırasıyla AFA ve DFA yapılmış, ayrıca Cronbach Alfa güvenirlik katsayısı hesaplanmıştır. AFA sonucunda tek faktörlü bir yapıya sahip olduğu belirlenen ve 28 maddeden oluşan Metin Yazmayı Öğretme Öz Yeterlik İnançları Ölçeği’nin faktör yapısını doğrulamak için DFA yapılmıştır. DFA sonucunda ise, ölçeğin AFA sonucu elde edilen tek faktörlü yapısı doğrulanmıştır. Geliştirilen ölçme aracının Cronbach Alfa güvenirlik katsayısı hesaplanmış ve bu değer .974 olarak bulunmuştur. Çalışma sonucunda; 0 (Hiç Yapamam) ile 100 (Yüksek Düzeyde Yapabilirim) arasında değişen düzeylerden ve toplam 28 maddeden oluşan Metin Yazmayı Öğretme Öz Yeterlik İnançları Ölçeği’nin, geçerli ve güvenilir bir ölçme aracı olarak kullanılabileceği söylenebilir. Araştırma sonuçlarından yola çıkarak, gelecekte yapılacak çalışmalara yönelik önerilerde bulunulmuştur.

Keywords

Metin yazmayı öğretme, öz yeterlik inancı, ölçek geliştirme, sınıf öğretmenleri

References

Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86–95. https://doi.org/10.1177/088840649401700203
Bañales, G., Ahumada, S., Graham, S., Puente, A., Guajardo, M., & Muñoz, I. (2020). Teaching writing in grades 4–6 in urban schools in Chile: A national survey. Reading and Writing, 33, 2661-2696. https://doi.org/10.1007/s11145-020-10055-z
Bandura, A. (2006). Guide for constructing self-efficacy scales. F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307–337). Greenwich, CT: Information Age Publishing.
Bandura, A. (1997). Exercise of personal and collective efficacy in changing societies. A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1–45). New York: Cambridge University Press.
Berrier, D. (2009). The impact of teacher self-efficacy in writing on instruction and evaluation of writing in a school district in Western North Carolina (Doctoral dissertation). Retrieved from https://digitalcommons.gardner-webb.edu/education_etd/101/
Blanch, N. (2016). Examining elementary preservice teacher efficacy to teach writing in a title 1 school: A mixed method study of a school-based teacher education course intervention (Doctoral dissertation). Retrieved from https://stars.library.ucf.edu/etd/5074/
Brindle, M., Graham, S., Harris, K. R., & Hebert, M. (2016). Third and fourth grade teacher's classroom practices in writing: A national survey. Reading and Writing, 29, 929–954. https://doi.org/10.1007/s11145-015-9604-x
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136−162). Newbury Park, CA: Sage.
Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25–38. https://doi.org/10.1037/a0029692 Retrieved from https://www.researchgate.net/publication/258111166_Examining_Dimensions_of_Self-Efficacy_for_Writing
Burke, B. (2017). Teacher self-efficacy in writing and instructional choices: A correlational study (Doctoral dissertation). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/91/ Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. Journal of Experimental Education, 60(4), 323–337. Retrieved from https://umaine.edu/edhd/wp-content/uploads/sites/54/2010/03/Coladarci-1992.pdf
Curtis, G. (2017). The impact of teacher efficacy and beliefs on writing instruction. The Delta Kappa Gamma Bulletin: International Journal for Professional Educators 84(1), 17–24. Retrieved from https://www.dkg.is/static/files/skjol_landsamband/bulletin_grein_jona.pdf#page=17
DeVellis, R. F. (2014). Ölçek geliştirme kuram ve uygulamalar (T. Totan, Çev.). Ankara: Nobel Yayın.
Doyle, A., Zhang, J., & Mattatall, C. (2015). Spelling instruction in the primary grades: Teachers’ beliefs, practices, and concerns. Reading Horizons, 54(2), 1-34. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol54/iss2/2
Fang, Z. (1996). What counts as good writing? A case study of relationships between teacher beliefs and pupil conceptions. Reading Horizons, 36(3), 249-259. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol36/iss3/4/
Fraser, L. E. (2014). Teacher efficacy beliefs: How general teachers feel towards English language learners (Master’s thesis). Retrieved from https://mds.marshall.edu/etd/828/
Gaitas, S., & Martins, M. A. (2015). Relationships between primary teachers’ beliefs and their practices in relation to writing instruction. Research Papers in Education, 30(4), 492–505. https://doi.org/10.1080/02671522.2014.908406
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582. https://doi.org/10.1037/0022-0663.76.4.569
Gilbert, J., & Graham, S. (2010). Teaching writing to elementary students in grades 4–6: A national survey. The Elementary School Journal, 110(4), 494-518. https://doi.org/10.1086/651193
Göçer, A. (2018). Yazma eğitimi. Ankara: Pegem Akademi.
Graham, S., Harris, K. R., Fink, B., & MacArthur, C. A. (2001). Teacher efficacy in writing: A construct validation with primary grade teachers. Scientific Studies of Reading, 5(2), 177–202. https://doi.org/10.1207/S1532799Xssr0502_3 Retrieved from https://www.researchgate.net/publication/248942947_Teacher_Efficacy_in_Writing_A_Construct_Validation_With_Primary_Grade_Teachers
Graham, S., Harris, K. R., MacArthur, C., & Fink, B. (2002). Primary grade teachers’ theoretical orientations concerning writing instruction: Construct validation and a nationwide survey. Contemporary Educational Psychology, 27, 147–166. https://doi.org/10.1006/ceps.2001.1085
Hodges, T. S. (2015). The impact of teacher education writing-intensive courses on preservice teachers’ self-efficacy for writing and writing instruction (Doctoral dissertation). Retrieved from https://oaktrust.library.tamu.edu/handle/1969.1/155427
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Hughey, S. L. (2010). Development of a teaching writing self-efficacy scale (Doctoral dissertation). Retrieved from https://ir.ua.edu/bitstream/handle/123456789/837/file_1.pdf?sequence=1
Hughey-Surman, S., & Schumacker, R. E. (2012). Writing self-efficacy instrument: Development and validation. Online International Journal of Arts and Humanities, 1(5), 89-98. Retrieved from https://www.semanticscholar.org/paper/Writing-Self-Efficacy-Instrument-%3A-Development-and-Surman-Schumacker/8923df0317251429d4101ffa028aedcbcc8a1c09
Karatay, H., Destebaşı, F., Tezel, K. V. & Pektaş, S. (2018). Öğretmenlerin okuryazarlık öğretimi özyeterlilik algısı ölçeği Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması. Milli Eğitim, 220, 105-131. https://dergipark.org.tr/en/download/article-file/582699 sayfasından erişilmiştir.
Kılıç-Çakmak, E., Çebi, A. & Kan, A. (2014). E-öğrenme ortamlarına yönelik “sosyal bulunuşluk ölçeği” geliştirme çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 14(2), 755–768. doi: 10.12738/estp.2014.2.1847 https://toad.halileksi.net/sites/default/files/pdf/e-ogrenme-ortamlarina-yonelik-sosyal-bulunusluk-olcegi-toad.pdf sayfasından erişilmiştir.
Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press.
Mohtar, T. M. T., Singh, C. K. S., Kepol, N., Ahmad, A. Z. L., & Moneyam, S. (2017). Analysis of teacher beliefs and efficacy for teaching writing to weak learners. English Language Teaching, 10(9), 208-217. https://doi.org/10.5539/elt.v10n9p208
Mojavezi, A. & Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students’ motivation and achievement. Theory and Practice in Language Studies, 2(3), 483-491. https://doi.org/10.4304/tpls.2.3.483-491
Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus user’s guide (7th Eds.). Los Angeles, CA: Author.
Müldür, M. (2017). Öz düzenlemeye dayalı yazma eğitiminin ortaokul öğrencilerinin bilgilendirici metin yazma becerisine, yazmaya yönelik öz düzenleme becerisine ve yazma öz yeterlik algısına etkisi. (Doktora tezi). https://tez.yok.gov.tr sayfasından erişilmiştir.
Nunnally, J. C., & Bernstein, I. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.
Oral, G. (2012). Yine yazı yazıyoruz. Ankara: Pegem Akademi.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307 Retrieved from https://www.jstor.org/stable/1170741?seq=1#metadata_info_tab_contents
Schermelleh-Engel, K., Moosbrugger, H., & 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. Retrieved from https://www.researchgate.net/publication/251060246_Evaluating_the_Fit_of_Structural_Equation_Models_Tests_of_Significance_and_Descriptive_Goodness-of-Fit_Measures
Schunk, D. H. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 19, 48-58. Retrieved from https://libres.uncg.edu/ir/uncg/f/D_Schunk_Self_1984.pdf
Tavşancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayın.
T.C. Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı (MEB). (2018). Türkçe dersi öğretim programı (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: Devlet Kitapları Müdürlüğü Basım Evi. http://web.deu.edu.tr/ilyas/ftp/turkce_2018.pdf sayfasından erişilmiştir.
Thornton, A. (2010). Teachers’ self-perception of their writing and their teaching of writing (Doctoral dissertation). Retrieved from https://www.proquest.com/docview/305245026
Tracy, B., Reid, R., & Graham, S. (2009). Teaching young students strategies for planning and drafting stories: The impact of self-regulated strategy development. Journal of Educational Research, 102(5), 323–331. https://doi.org/10.3200/JOER.102.5.323-332 Retrieved from https://www.researchgate.net/publication/249037736_Teaching_Young_Students_Strategies_for_Planning_and_Drafting_Stories_The_Impact_of_Self-Regulated_Strategy_Development
Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. https://doi.org/10.1016/s0742-051x(01)00036-1 Retrieved from https://mxtsch.people.wm.edu/Scholarship/TATE_TSECapturingAnElusiveConstruct.pdf sayfasından erişilmiştir.
Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248. https://doi.org/10.3102/00346543068002202 Retrieved from https://www.researchgate.net/publication/249797734_Teacher_Efficacy_Its_Meaning_and_Measure
Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130. https://doi.org/10.1016/j.tate.2014.12.005
Yıldız, M. (2018). Yazma öğretiminde temel kavramlar. H. Akyol & M. Yıldız (Ed.), Kuramdan uygulamaya yazma öğretimi içinde (s. 1–28). Ankara: Pegem Akademi.
Yılmaz, Y. (2013). Yazma öğretimi. C. Yıldız (Ed.), Yeni öğretim programına göre kuramdan uygulamaya Türkçe öğretimi içinde (s. 217-295). Ankara: Pegem Akademi.
Zimmerman, B. J. (2000). Attaining self-regulation a social cognitive perspective. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663-676. https://doi.org/10.3102/00028312029003663 Retrieved from https://www.researchgate.net/publication/233896457_Self-Motivation_for_Academic_Attainment_The_Role_of_Self-Efficacy_Beliefs_and_Personal_Goal_Setting
Zumbrunn, S. (2010). Nurturing your students’ writing knowledge, self-regulation, attitudes, and self-efficacy: The effects of self-regulated strategy development (Doctoral dissertation). Retrieved from https://core.ac.uk/download/pdf/188041765.pdf

Year 2023, Issue: 32, 27 - 44, 21.02.2023

Bengisu Kaya Özgül , Seyit Ateş

https://doi.org/10.29000/rumelide.1252764

Abstract

Keywords

Metin yazmayı öğretme, öz yeterlik inancı, ölçek geliştirme, sınıf öğretmenleri, Teaching text writing, self-efficacy beliefs, scale development, classroom teachers

References

Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86–95. https://doi.org/10.1177/088840649401700203
Bañales, G., Ahumada, S., Graham, S., Puente, A., Guajardo, M., & Muñoz, I. (2020). Teaching writing in grades 4–6 in urban schools in Chile: A national survey. Reading and Writing, 33, 2661-2696. https://doi.org/10.1007/s11145-020-10055-z
Bandura, A. (2006). Guide for constructing self-efficacy scales. F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307–337). Greenwich, CT: Information Age Publishing.
Bandura, A. (1997). Exercise of personal and collective efficacy in changing societies. A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1–45). New York: Cambridge University Press.
Berrier, D. (2009). The impact of teacher self-efficacy in writing on instruction and evaluation of writing in a school district in Western North Carolina (Doctoral dissertation). Retrieved from https://digitalcommons.gardner-webb.edu/education_etd/101/
Blanch, N. (2016). Examining elementary preservice teacher efficacy to teach writing in a title 1 school: A mixed method study of a school-based teacher education course intervention (Doctoral dissertation). Retrieved from https://stars.library.ucf.edu/etd/5074/
Brindle, M., Graham, S., Harris, K. R., & Hebert, M. (2016). Third and fourth grade teacher's classroom practices in writing: A national survey. Reading and Writing, 29, 929–954. https://doi.org/10.1007/s11145-015-9604-x
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136−162). Newbury Park, CA: Sage.
Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25–38. https://doi.org/10.1037/a0029692 Retrieved from https://www.researchgate.net/publication/258111166_Examining_Dimensions_of_Self-Efficacy_for_Writing
Burke, B. (2017). Teacher self-efficacy in writing and instructional choices: A correlational study (Doctoral dissertation). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/91/ Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. Journal of Experimental Education, 60(4), 323–337. Retrieved from https://umaine.edu/edhd/wp-content/uploads/sites/54/2010/03/Coladarci-1992.pdf
Curtis, G. (2017). The impact of teacher efficacy and beliefs on writing instruction. The Delta Kappa Gamma Bulletin: International Journal for Professional Educators 84(1), 17–24. Retrieved from https://www.dkg.is/static/files/skjol_landsamband/bulletin_grein_jona.pdf#page=17
DeVellis, R. F. (2014). Ölçek geliştirme kuram ve uygulamalar (T. Totan, Çev.). Ankara: Nobel Yayın.
Doyle, A., Zhang, J., & Mattatall, C. (2015). Spelling instruction in the primary grades: Teachers’ beliefs, practices, and concerns. Reading Horizons, 54(2), 1-34. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol54/iss2/2
Fang, Z. (1996). What counts as good writing? A case study of relationships between teacher beliefs and pupil conceptions. Reading Horizons, 36(3), 249-259. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol36/iss3/4/
Fraser, L. E. (2014). Teacher efficacy beliefs: How general teachers feel towards English language learners (Master’s thesis). Retrieved from https://mds.marshall.edu/etd/828/
Gaitas, S., & Martins, M. A. (2015). Relationships between primary teachers’ beliefs and their practices in relation to writing instruction. Research Papers in Education, 30(4), 492–505. https://doi.org/10.1080/02671522.2014.908406
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582. https://doi.org/10.1037/0022-0663.76.4.569
Gilbert, J., & Graham, S. (2010). Teaching writing to elementary students in grades 4–6: A national survey. The Elementary School Journal, 110(4), 494-518. https://doi.org/10.1086/651193
Göçer, A. (2018). Yazma eğitimi. Ankara: Pegem Akademi.
Graham, S., Harris, K. R., Fink, B., & MacArthur, C. A. (2001). Teacher efficacy in writing: A construct validation with primary grade teachers. Scientific Studies of Reading, 5(2), 177–202. https://doi.org/10.1207/S1532799Xssr0502_3 Retrieved from https://www.researchgate.net/publication/248942947_Teacher_Efficacy_in_Writing_A_Construct_Validation_With_Primary_Grade_Teachers
Graham, S., Harris, K. R., MacArthur, C., & Fink, B. (2002). Primary grade teachers’ theoretical orientations concerning writing instruction: Construct validation and a nationwide survey. Contemporary Educational Psychology, 27, 147–166. https://doi.org/10.1006/ceps.2001.1085
Hodges, T. S. (2015). The impact of teacher education writing-intensive courses on preservice teachers’ self-efficacy for writing and writing instruction (Doctoral dissertation). Retrieved from https://oaktrust.library.tamu.edu/handle/1969.1/155427
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Hughey, S. L. (2010). Development of a teaching writing self-efficacy scale (Doctoral dissertation). Retrieved from https://ir.ua.edu/bitstream/handle/123456789/837/file_1.pdf?sequence=1
Hughey-Surman, S., & Schumacker, R. E. (2012). Writing self-efficacy instrument: Development and validation. Online International Journal of Arts and Humanities, 1(5), 89-98. Retrieved from https://www.semanticscholar.org/paper/Writing-Self-Efficacy-Instrument-%3A-Development-and-Surman-Schumacker/8923df0317251429d4101ffa028aedcbcc8a1c09
Karatay, H., Destebaşı, F., Tezel, K. V. & Pektaş, S. (2018). Öğretmenlerin okuryazarlık öğretimi özyeterlilik algısı ölçeği Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması. Milli Eğitim, 220, 105-131. https://dergipark.org.tr/en/download/article-file/582699 sayfasından erişilmiştir.
Kılıç-Çakmak, E., Çebi, A. & Kan, A. (2014). E-öğrenme ortamlarına yönelik “sosyal bulunuşluk ölçeği” geliştirme çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 14(2), 755–768. doi: 10.12738/estp.2014.2.1847 https://toad.halileksi.net/sites/default/files/pdf/e-ogrenme-ortamlarina-yonelik-sosyal-bulunusluk-olcegi-toad.pdf sayfasından erişilmiştir.
Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press.
Mohtar, T. M. T., Singh, C. K. S., Kepol, N., Ahmad, A. Z. L., & Moneyam, S. (2017). Analysis of teacher beliefs and efficacy for teaching writing to weak learners. English Language Teaching, 10(9), 208-217. https://doi.org/10.5539/elt.v10n9p208
Mojavezi, A. & Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students’ motivation and achievement. Theory and Practice in Language Studies, 2(3), 483-491. https://doi.org/10.4304/tpls.2.3.483-491
Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus user’s guide (7th Eds.). Los Angeles, CA: Author.
Müldür, M. (2017). Öz düzenlemeye dayalı yazma eğitiminin ortaokul öğrencilerinin bilgilendirici metin yazma becerisine, yazmaya yönelik öz düzenleme becerisine ve yazma öz yeterlik algısına etkisi. (Doktora tezi). https://tez.yok.gov.tr sayfasından erişilmiştir.
Nunnally, J. C., & Bernstein, I. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.
Oral, G. (2012). Yine yazı yazıyoruz. Ankara: Pegem Akademi.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307 Retrieved from https://www.jstor.org/stable/1170741?seq=1#metadata_info_tab_contents
Schermelleh-Engel, K., Moosbrugger, H., & 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. Retrieved from https://www.researchgate.net/publication/251060246_Evaluating_the_Fit_of_Structural_Equation_Models_Tests_of_Significance_and_Descriptive_Goodness-of-Fit_Measures
Schunk, D. H. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 19, 48-58. Retrieved from https://libres.uncg.edu/ir/uncg/f/D_Schunk_Self_1984.pdf
Tavşancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayın.
T.C. Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı (MEB). (2018). Türkçe dersi öğretim programı (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: Devlet Kitapları Müdürlüğü Basım Evi. http://web.deu.edu.tr/ilyas/ftp/turkce_2018.pdf sayfasından erişilmiştir.
Thornton, A. (2010). Teachers’ self-perception of their writing and their teaching of writing (Doctoral dissertation). Retrieved from https://www.proquest.com/docview/305245026
Tracy, B., Reid, R., & Graham, S. (2009). Teaching young students strategies for planning and drafting stories: The impact of self-regulated strategy development. Journal of Educational Research, 102(5), 323–331. https://doi.org/10.3200/JOER.102.5.323-332 Retrieved from https://www.researchgate.net/publication/249037736_Teaching_Young_Students_Strategies_for_Planning_and_Drafting_Stories_The_Impact_of_Self-Regulated_Strategy_Development
Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. https://doi.org/10.1016/s0742-051x(01)00036-1 Retrieved from https://mxtsch.people.wm.edu/Scholarship/TATE_TSECapturingAnElusiveConstruct.pdf sayfasından erişilmiştir.
Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248. https://doi.org/10.3102/00346543068002202 Retrieved from https://www.researchgate.net/publication/249797734_Teacher_Efficacy_Its_Meaning_and_Measure
Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130. https://doi.org/10.1016/j.tate.2014.12.005
Yıldız, M. (2018). Yazma öğretiminde temel kavramlar. H. Akyol & M. Yıldız (Ed.), Kuramdan uygulamaya yazma öğretimi içinde (s. 1–28). Ankara: Pegem Akademi.
Yılmaz, Y. (2013). Yazma öğretimi. C. Yıldız (Ed.), Yeni öğretim programına göre kuramdan uygulamaya Türkçe öğretimi içinde (s. 217-295). Ankara: Pegem Akademi.
Zimmerman, B. J. (2000). Attaining self-regulation a social cognitive perspective. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663-676. https://doi.org/10.3102/00028312029003663 Retrieved from https://www.researchgate.net/publication/233896457_Self-Motivation_for_Academic_Attainment_The_Role_of_Self-Efficacy_Beliefs_and_Personal_Goal_Setting
Zumbrunn, S. (2010). Nurturing your students’ writing knowledge, self-regulation, attitudes, and self-efficacy: The effects of self-regulated strategy development (Doctoral dissertation). Retrieved from https://core.ac.uk/download/pdf/188041765.pdf

Year 2023, Issue: 32, 27 - 44, 21.02.2023

Bengisu Kaya Özgül , Seyit Ateş

https://doi.org/10.29000/rumelide.1252764

Abstract

Keywords

Metin yazmayı öğretme, öz yeterlik inancı, ölçek geliştirme, sınıf öğretmenleri, Teaching text writing, self-efficacy beliefs, scale development, classroom teachers

References

Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86–95. https://doi.org/10.1177/088840649401700203
Bañales, G., Ahumada, S., Graham, S., Puente, A., Guajardo, M., & Muñoz, I. (2020). Teaching writing in grades 4–6 in urban schools in Chile: A national survey. Reading and Writing, 33, 2661-2696. https://doi.org/10.1007/s11145-020-10055-z
Bandura, A. (2006). Guide for constructing self-efficacy scales. F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307–337). Greenwich, CT: Information Age Publishing.
Bandura, A. (1997). Exercise of personal and collective efficacy in changing societies. A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1–45). New York: Cambridge University Press.
Berrier, D. (2009). The impact of teacher self-efficacy in writing on instruction and evaluation of writing in a school district in Western North Carolina (Doctoral dissertation). Retrieved from https://digitalcommons.gardner-webb.edu/education_etd/101/
Blanch, N. (2016). Examining elementary preservice teacher efficacy to teach writing in a title 1 school: A mixed method study of a school-based teacher education course intervention (Doctoral dissertation). Retrieved from https://stars.library.ucf.edu/etd/5074/
Brindle, M., Graham, S., Harris, K. R., & Hebert, M. (2016). Third and fourth grade teacher's classroom practices in writing: A national survey. Reading and Writing, 29, 929–954. https://doi.org/10.1007/s11145-015-9604-x
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136−162). Newbury Park, CA: Sage.
Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25–38. https://doi.org/10.1037/a0029692 Retrieved from https://www.researchgate.net/publication/258111166_Examining_Dimensions_of_Self-Efficacy_for_Writing
Burke, B. (2017). Teacher self-efficacy in writing and instructional choices: A correlational study (Doctoral dissertation). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/91/ Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. Journal of Experimental Education, 60(4), 323–337. Retrieved from https://umaine.edu/edhd/wp-content/uploads/sites/54/2010/03/Coladarci-1992.pdf
Curtis, G. (2017). The impact of teacher efficacy and beliefs on writing instruction. The Delta Kappa Gamma Bulletin: International Journal for Professional Educators 84(1), 17–24. Retrieved from https://www.dkg.is/static/files/skjol_landsamband/bulletin_grein_jona.pdf#page=17
DeVellis, R. F. (2014). Ölçek geliştirme kuram ve uygulamalar (T. Totan, Çev.). Ankara: Nobel Yayın.
Doyle, A., Zhang, J., & Mattatall, C. (2015). Spelling instruction in the primary grades: Teachers’ beliefs, practices, and concerns. Reading Horizons, 54(2), 1-34. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol54/iss2/2
Fang, Z. (1996). What counts as good writing? A case study of relationships between teacher beliefs and pupil conceptions. Reading Horizons, 36(3), 249-259. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol36/iss3/4/
Fraser, L. E. (2014). Teacher efficacy beliefs: How general teachers feel towards English language learners (Master’s thesis). Retrieved from https://mds.marshall.edu/etd/828/
Gaitas, S., & Martins, M. A. (2015). Relationships between primary teachers’ beliefs and their practices in relation to writing instruction. Research Papers in Education, 30(4), 492–505. https://doi.org/10.1080/02671522.2014.908406
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582. https://doi.org/10.1037/0022-0663.76.4.569
Gilbert, J., & Graham, S. (2010). Teaching writing to elementary students in grades 4–6: A national survey. The Elementary School Journal, 110(4), 494-518. https://doi.org/10.1086/651193
Göçer, A. (2018). Yazma eğitimi. Ankara: Pegem Akademi.
Graham, S., Harris, K. R., Fink, B., & MacArthur, C. A. (2001). Teacher efficacy in writing: A construct validation with primary grade teachers. Scientific Studies of Reading, 5(2), 177–202. https://doi.org/10.1207/S1532799Xssr0502_3 Retrieved from https://www.researchgate.net/publication/248942947_Teacher_Efficacy_in_Writing_A_Construct_Validation_With_Primary_Grade_Teachers
Graham, S., Harris, K. R., MacArthur, C., & Fink, B. (2002). Primary grade teachers’ theoretical orientations concerning writing instruction: Construct validation and a nationwide survey. Contemporary Educational Psychology, 27, 147–166. https://doi.org/10.1006/ceps.2001.1085
Hodges, T. S. (2015). The impact of teacher education writing-intensive courses on preservice teachers’ self-efficacy for writing and writing instruction (Doctoral dissertation). Retrieved from https://oaktrust.library.tamu.edu/handle/1969.1/155427
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Hughey, S. L. (2010). Development of a teaching writing self-efficacy scale (Doctoral dissertation). Retrieved from https://ir.ua.edu/bitstream/handle/123456789/837/file_1.pdf?sequence=1
Hughey-Surman, S., & Schumacker, R. E. (2012). Writing self-efficacy instrument: Development and validation. Online International Journal of Arts and Humanities, 1(5), 89-98. Retrieved from https://www.semanticscholar.org/paper/Writing-Self-Efficacy-Instrument-%3A-Development-and-Surman-Schumacker/8923df0317251429d4101ffa028aedcbcc8a1c09
Karatay, H., Destebaşı, F., Tezel, K. V. & Pektaş, S. (2018). Öğretmenlerin okuryazarlık öğretimi özyeterlilik algısı ölçeği Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması. Milli Eğitim, 220, 105-131. https://dergipark.org.tr/en/download/article-file/582699 sayfasından erişilmiştir.
Kılıç-Çakmak, E., Çebi, A. & Kan, A. (2014). E-öğrenme ortamlarına yönelik “sosyal bulunuşluk ölçeği” geliştirme çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 14(2), 755–768. doi: 10.12738/estp.2014.2.1847 https://toad.halileksi.net/sites/default/files/pdf/e-ogrenme-ortamlarina-yonelik-sosyal-bulunusluk-olcegi-toad.pdf sayfasından erişilmiştir.
Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press.
Mohtar, T. M. T., Singh, C. K. S., Kepol, N., Ahmad, A. Z. L., & Moneyam, S. (2017). Analysis of teacher beliefs and efficacy for teaching writing to weak learners. English Language Teaching, 10(9), 208-217. https://doi.org/10.5539/elt.v10n9p208
Mojavezi, A. & Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students’ motivation and achievement. Theory and Practice in Language Studies, 2(3), 483-491. https://doi.org/10.4304/tpls.2.3.483-491
Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus user’s guide (7th Eds.). Los Angeles, CA: Author.
Müldür, M. (2017). Öz düzenlemeye dayalı yazma eğitiminin ortaokul öğrencilerinin bilgilendirici metin yazma becerisine, yazmaya yönelik öz düzenleme becerisine ve yazma öz yeterlik algısına etkisi. (Doktora tezi). https://tez.yok.gov.tr sayfasından erişilmiştir.
Nunnally, J. C., & Bernstein, I. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.
Oral, G. (2012). Yine yazı yazıyoruz. Ankara: Pegem Akademi.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307 Retrieved from https://www.jstor.org/stable/1170741?seq=1#metadata_info_tab_contents
Schermelleh-Engel, K., Moosbrugger, H., & 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. Retrieved from https://www.researchgate.net/publication/251060246_Evaluating_the_Fit_of_Structural_Equation_Models_Tests_of_Significance_and_Descriptive_Goodness-of-Fit_Measures
Schunk, D. H. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 19, 48-58. Retrieved from https://libres.uncg.edu/ir/uncg/f/D_Schunk_Self_1984.pdf
Tavşancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayın.
T.C. Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı (MEB). (2018). Türkçe dersi öğretim programı (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: Devlet Kitapları Müdürlüğü Basım Evi. http://web.deu.edu.tr/ilyas/ftp/turkce_2018.pdf sayfasından erişilmiştir.
Thornton, A. (2010). Teachers’ self-perception of their writing and their teaching of writing (Doctoral dissertation). Retrieved from https://www.proquest.com/docview/305245026
Tracy, B., Reid, R., & Graham, S. (2009). Teaching young students strategies for planning and drafting stories: The impact of self-regulated strategy development. Journal of Educational Research, 102(5), 323–331. https://doi.org/10.3200/JOER.102.5.323-332 Retrieved from https://www.researchgate.net/publication/249037736_Teaching_Young_Students_Strategies_for_Planning_and_Drafting_Stories_The_Impact_of_Self-Regulated_Strategy_Development
Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. https://doi.org/10.1016/s0742-051x(01)00036-1 Retrieved from https://mxtsch.people.wm.edu/Scholarship/TATE_TSECapturingAnElusiveConstruct.pdf sayfasından erişilmiştir.
Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248. https://doi.org/10.3102/00346543068002202 Retrieved from https://www.researchgate.net/publication/249797734_Teacher_Efficacy_Its_Meaning_and_Measure
Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130. https://doi.org/10.1016/j.tate.2014.12.005
Yıldız, M. (2018). Yazma öğretiminde temel kavramlar. H. Akyol & M. Yıldız (Ed.), Kuramdan uygulamaya yazma öğretimi içinde (s. 1–28). Ankara: Pegem Akademi.
Yılmaz, Y. (2013). Yazma öğretimi. C. Yıldız (Ed.), Yeni öğretim programına göre kuramdan uygulamaya Türkçe öğretimi içinde (s. 217-295). Ankara: Pegem Akademi.
Zimmerman, B. J. (2000). Attaining self-regulation a social cognitive perspective. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663-676. https://doi.org/10.3102/00028312029003663 Retrieved from https://www.researchgate.net/publication/233896457_Self-Motivation_for_Academic_Attainment_The_Role_of_Self-Efficacy_Beliefs_and_Personal_Goal_Setting
Zumbrunn, S. (2010). Nurturing your students’ writing knowledge, self-regulation, attitudes, and self-efficacy: The effects of self-regulated strategy development (Doctoral dissertation). Retrieved from https://core.ac.uk/download/pdf/188041765.pdf

Year 2023, Issue: 32, 27 - 44, 21.02.2023

Bengisu Kaya Özgül , Seyit Ateş

https://doi.org/10.29000/rumelide.1252764

Abstract

Keywords

Metin yazmayı öğretme, öz yeterlik inancı, ölçek geliştirme, sınıf öğretmenleri, Teaching text writing, self-efficacy beliefs, scale development, classroom teachers

References

Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86–95. https://doi.org/10.1177/088840649401700203
Bañales, G., Ahumada, S., Graham, S., Puente, A., Guajardo, M., & Muñoz, I. (2020). Teaching writing in grades 4–6 in urban schools in Chile: A national survey. Reading and Writing, 33, 2661-2696. https://doi.org/10.1007/s11145-020-10055-z
Bandura, A. (2006). Guide for constructing self-efficacy scales. F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307–337). Greenwich, CT: Information Age Publishing.
Bandura, A. (1997). Exercise of personal and collective efficacy in changing societies. A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1–45). New York: Cambridge University Press.
Berrier, D. (2009). The impact of teacher self-efficacy in writing on instruction and evaluation of writing in a school district in Western North Carolina (Doctoral dissertation). Retrieved from https://digitalcommons.gardner-webb.edu/education_etd/101/
Blanch, N. (2016). Examining elementary preservice teacher efficacy to teach writing in a title 1 school: A mixed method study of a school-based teacher education course intervention (Doctoral dissertation). Retrieved from https://stars.library.ucf.edu/etd/5074/
Brindle, M., Graham, S., Harris, K. R., & Hebert, M. (2016). Third and fourth grade teacher's classroom practices in writing: A national survey. Reading and Writing, 29, 929–954. https://doi.org/10.1007/s11145-015-9604-x
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136−162). Newbury Park, CA: Sage.
Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25–38. https://doi.org/10.1037/a0029692 Retrieved from https://www.researchgate.net/publication/258111166_Examining_Dimensions_of_Self-Efficacy_for_Writing
Burke, B. (2017). Teacher self-efficacy in writing and instructional choices: A correlational study (Doctoral dissertation). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/91/ Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. Journal of Experimental Education, 60(4), 323–337. Retrieved from https://umaine.edu/edhd/wp-content/uploads/sites/54/2010/03/Coladarci-1992.pdf
Curtis, G. (2017). The impact of teacher efficacy and beliefs on writing instruction. The Delta Kappa Gamma Bulletin: International Journal for Professional Educators 84(1), 17–24. Retrieved from https://www.dkg.is/static/files/skjol_landsamband/bulletin_grein_jona.pdf#page=17
DeVellis, R. F. (2014). Ölçek geliştirme kuram ve uygulamalar (T. Totan, Çev.). Ankara: Nobel Yayın.
Doyle, A., Zhang, J., & Mattatall, C. (2015). Spelling instruction in the primary grades: Teachers’ beliefs, practices, and concerns. Reading Horizons, 54(2), 1-34. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol54/iss2/2
Fang, Z. (1996). What counts as good writing? A case study of relationships between teacher beliefs and pupil conceptions. Reading Horizons, 36(3), 249-259. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol36/iss3/4/
Fraser, L. E. (2014). Teacher efficacy beliefs: How general teachers feel towards English language learners (Master’s thesis). Retrieved from https://mds.marshall.edu/etd/828/
Gaitas, S., & Martins, M. A. (2015). Relationships between primary teachers’ beliefs and their practices in relation to writing instruction. Research Papers in Education, 30(4), 492–505. https://doi.org/10.1080/02671522.2014.908406
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582. https://doi.org/10.1037/0022-0663.76.4.569
Gilbert, J., & Graham, S. (2010). Teaching writing to elementary students in grades 4–6: A national survey. The Elementary School Journal, 110(4), 494-518. https://doi.org/10.1086/651193
Göçer, A. (2018). Yazma eğitimi. Ankara: Pegem Akademi.
Graham, S., Harris, K. R., Fink, B., & MacArthur, C. A. (2001). Teacher efficacy in writing: A construct validation with primary grade teachers. Scientific Studies of Reading, 5(2), 177–202. https://doi.org/10.1207/S1532799Xssr0502_3 Retrieved from https://www.researchgate.net/publication/248942947_Teacher_Efficacy_in_Writing_A_Construct_Validation_With_Primary_Grade_Teachers
Graham, S., Harris, K. R., MacArthur, C., & Fink, B. (2002). Primary grade teachers’ theoretical orientations concerning writing instruction: Construct validation and a nationwide survey. Contemporary Educational Psychology, 27, 147–166. https://doi.org/10.1006/ceps.2001.1085
Hodges, T. S. (2015). The impact of teacher education writing-intensive courses on preservice teachers’ self-efficacy for writing and writing instruction (Doctoral dissertation). Retrieved from https://oaktrust.library.tamu.edu/handle/1969.1/155427
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Hughey, S. L. (2010). Development of a teaching writing self-efficacy scale (Doctoral dissertation). Retrieved from https://ir.ua.edu/bitstream/handle/123456789/837/file_1.pdf?sequence=1
Hughey-Surman, S., & Schumacker, R. E. (2012). Writing self-efficacy instrument: Development and validation. Online International Journal of Arts and Humanities, 1(5), 89-98. Retrieved from https://www.semanticscholar.org/paper/Writing-Self-Efficacy-Instrument-%3A-Development-and-Surman-Schumacker/8923df0317251429d4101ffa028aedcbcc8a1c09
Karatay, H., Destebaşı, F., Tezel, K. V. & Pektaş, S. (2018). Öğretmenlerin okuryazarlık öğretimi özyeterlilik algısı ölçeği Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması. Milli Eğitim, 220, 105-131. https://dergipark.org.tr/en/download/article-file/582699 sayfasından erişilmiştir.
Kılıç-Çakmak, E., Çebi, A. & Kan, A. (2014). E-öğrenme ortamlarına yönelik “sosyal bulunuşluk ölçeği” geliştirme çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 14(2), 755–768. doi: 10.12738/estp.2014.2.1847 https://toad.halileksi.net/sites/default/files/pdf/e-ogrenme-ortamlarina-yonelik-sosyal-bulunusluk-olcegi-toad.pdf sayfasından erişilmiştir.
Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press.
Mohtar, T. M. T., Singh, C. K. S., Kepol, N., Ahmad, A. Z. L., & Moneyam, S. (2017). Analysis of teacher beliefs and efficacy for teaching writing to weak learners. English Language Teaching, 10(9), 208-217. https://doi.org/10.5539/elt.v10n9p208
Mojavezi, A. & Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students’ motivation and achievement. Theory and Practice in Language Studies, 2(3), 483-491. https://doi.org/10.4304/tpls.2.3.483-491
Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus user’s guide (7th Eds.). Los Angeles, CA: Author.
Müldür, M. (2017). Öz düzenlemeye dayalı yazma eğitiminin ortaokul öğrencilerinin bilgilendirici metin yazma becerisine, yazmaya yönelik öz düzenleme becerisine ve yazma öz yeterlik algısına etkisi. (Doktora tezi). https://tez.yok.gov.tr sayfasından erişilmiştir.
Nunnally, J. C., & Bernstein, I. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.
Oral, G. (2012). Yine yazı yazıyoruz. Ankara: Pegem Akademi.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307 Retrieved from https://www.jstor.org/stable/1170741?seq=1#metadata_info_tab_contents
Schermelleh-Engel, K., Moosbrugger, H., & 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. Retrieved from https://www.researchgate.net/publication/251060246_Evaluating_the_Fit_of_Structural_Equation_Models_Tests_of_Significance_and_Descriptive_Goodness-of-Fit_Measures
Schunk, D. H. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 19, 48-58. Retrieved from https://libres.uncg.edu/ir/uncg/f/D_Schunk_Self_1984.pdf
Tavşancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayın.
T.C. Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı (MEB). (2018). Türkçe dersi öğretim programı (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: Devlet Kitapları Müdürlüğü Basım Evi. http://web.deu.edu.tr/ilyas/ftp/turkce_2018.pdf sayfasından erişilmiştir.
Thornton, A. (2010). Teachers’ self-perception of their writing and their teaching of writing (Doctoral dissertation). Retrieved from https://www.proquest.com/docview/305245026
Tracy, B., Reid, R., & Graham, S. (2009). Teaching young students strategies for planning and drafting stories: The impact of self-regulated strategy development. Journal of Educational Research, 102(5), 323–331. https://doi.org/10.3200/JOER.102.5.323-332 Retrieved from https://www.researchgate.net/publication/249037736_Teaching_Young_Students_Strategies_for_Planning_and_Drafting_Stories_The_Impact_of_Self-Regulated_Strategy_Development
Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. https://doi.org/10.1016/s0742-051x(01)00036-1 Retrieved from https://mxtsch.people.wm.edu/Scholarship/TATE_TSECapturingAnElusiveConstruct.pdf sayfasından erişilmiştir.
Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248. https://doi.org/10.3102/00346543068002202 Retrieved from https://www.researchgate.net/publication/249797734_Teacher_Efficacy_Its_Meaning_and_Measure
Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130. https://doi.org/10.1016/j.tate.2014.12.005
Yıldız, M. (2018). Yazma öğretiminde temel kavramlar. H. Akyol & M. Yıldız (Ed.), Kuramdan uygulamaya yazma öğretimi içinde (s. 1–28). Ankara: Pegem Akademi.
Yılmaz, Y. (2013). Yazma öğretimi. C. Yıldız (Ed.), Yeni öğretim programına göre kuramdan uygulamaya Türkçe öğretimi içinde (s. 217-295). Ankara: Pegem Akademi.
Zimmerman, B. J. (2000). Attaining self-regulation a social cognitive perspective. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663-676. https://doi.org/10.3102/00028312029003663 Retrieved from https://www.researchgate.net/publication/233896457_Self-Motivation_for_Academic_Attainment_The_Role_of_Self-Efficacy_Beliefs_and_Personal_Goal_Setting
Zumbrunn, S. (2010). Nurturing your students’ writing knowledge, self-regulation, attitudes, and self-efficacy: The effects of self-regulated strategy development (Doctoral dissertation). Retrieved from https://core.ac.uk/download/pdf/188041765.pdf

Year 2023, Issue: 32, 27 - 44, 21.02.2023

Bengisu Kaya Özgül , Seyit Ateş

https://doi.org/10.29000/rumelide.1252764

Abstract

Keywords

Metin yazmayı öğretme, öz yeterlik inancı, ölçek geliştirme, sınıf öğretmenleri, Teaching text writing, self-efficacy beliefs, scale development, classroom teachers

References

Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86–95. https://doi.org/10.1177/088840649401700203
Bañales, G., Ahumada, S., Graham, S., Puente, A., Guajardo, M., & Muñoz, I. (2020). Teaching writing in grades 4–6 in urban schools in Chile: A national survey. Reading and Writing, 33, 2661-2696. https://doi.org/10.1007/s11145-020-10055-z
Bandura, A. (2006). Guide for constructing self-efficacy scales. F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307–337). Greenwich, CT: Information Age Publishing.
Bandura, A. (1997). Exercise of personal and collective efficacy in changing societies. A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1–45). New York: Cambridge University Press.
Berrier, D. (2009). The impact of teacher self-efficacy in writing on instruction and evaluation of writing in a school district in Western North Carolina (Doctoral dissertation). Retrieved from https://digitalcommons.gardner-webb.edu/education_etd/101/
Blanch, N. (2016). Examining elementary preservice teacher efficacy to teach writing in a title 1 school: A mixed method study of a school-based teacher education course intervention (Doctoral dissertation). Retrieved from https://stars.library.ucf.edu/etd/5074/
Brindle, M., Graham, S., Harris, K. R., & Hebert, M. (2016). Third and fourth grade teacher's classroom practices in writing: A national survey. Reading and Writing, 29, 929–954. https://doi.org/10.1007/s11145-015-9604-x
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136−162). Newbury Park, CA: Sage.
Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25–38. https://doi.org/10.1037/a0029692 Retrieved from https://www.researchgate.net/publication/258111166_Examining_Dimensions_of_Self-Efficacy_for_Writing
Burke, B. (2017). Teacher self-efficacy in writing and instructional choices: A correlational study (Doctoral dissertation). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/91/ Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. Journal of Experimental Education, 60(4), 323–337. Retrieved from https://umaine.edu/edhd/wp-content/uploads/sites/54/2010/03/Coladarci-1992.pdf
Curtis, G. (2017). The impact of teacher efficacy and beliefs on writing instruction. The Delta Kappa Gamma Bulletin: International Journal for Professional Educators 84(1), 17–24. Retrieved from https://www.dkg.is/static/files/skjol_landsamband/bulletin_grein_jona.pdf#page=17
DeVellis, R. F. (2014). Ölçek geliştirme kuram ve uygulamalar (T. Totan, Çev.). Ankara: Nobel Yayın.
Doyle, A., Zhang, J., & Mattatall, C. (2015). Spelling instruction in the primary grades: Teachers’ beliefs, practices, and concerns. Reading Horizons, 54(2), 1-34. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol54/iss2/2
Fang, Z. (1996). What counts as good writing? A case study of relationships between teacher beliefs and pupil conceptions. Reading Horizons, 36(3), 249-259. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol36/iss3/4/
Fraser, L. E. (2014). Teacher efficacy beliefs: How general teachers feel towards English language learners (Master’s thesis). Retrieved from https://mds.marshall.edu/etd/828/
Gaitas, S., & Martins, M. A. (2015). Relationships between primary teachers’ beliefs and their practices in relation to writing instruction. Research Papers in Education, 30(4), 492–505. https://doi.org/10.1080/02671522.2014.908406
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582. https://doi.org/10.1037/0022-0663.76.4.569
Gilbert, J., & Graham, S. (2010). Teaching writing to elementary students in grades 4–6: A national survey. The Elementary School Journal, 110(4), 494-518. https://doi.org/10.1086/651193
Göçer, A. (2018). Yazma eğitimi. Ankara: Pegem Akademi.
Graham, S., Harris, K. R., Fink, B., & MacArthur, C. A. (2001). Teacher efficacy in writing: A construct validation with primary grade teachers. Scientific Studies of Reading, 5(2), 177–202. https://doi.org/10.1207/S1532799Xssr0502_3 Retrieved from https://www.researchgate.net/publication/248942947_Teacher_Efficacy_in_Writing_A_Construct_Validation_With_Primary_Grade_Teachers
Graham, S., Harris, K. R., MacArthur, C., & Fink, B. (2002). Primary grade teachers’ theoretical orientations concerning writing instruction: Construct validation and a nationwide survey. Contemporary Educational Psychology, 27, 147–166. https://doi.org/10.1006/ceps.2001.1085
Hodges, T. S. (2015). The impact of teacher education writing-intensive courses on preservice teachers’ self-efficacy for writing and writing instruction (Doctoral dissertation). Retrieved from https://oaktrust.library.tamu.edu/handle/1969.1/155427
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Hughey, S. L. (2010). Development of a teaching writing self-efficacy scale (Doctoral dissertation). Retrieved from https://ir.ua.edu/bitstream/handle/123456789/837/file_1.pdf?sequence=1
Hughey-Surman, S., & Schumacker, R. E. (2012). Writing self-efficacy instrument: Development and validation. Online International Journal of Arts and Humanities, 1(5), 89-98. Retrieved from https://www.semanticscholar.org/paper/Writing-Self-Efficacy-Instrument-%3A-Development-and-Surman-Schumacker/8923df0317251429d4101ffa028aedcbcc8a1c09
Karatay, H., Destebaşı, F., Tezel, K. V. & Pektaş, S. (2018). Öğretmenlerin okuryazarlık öğretimi özyeterlilik algısı ölçeği Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması. Milli Eğitim, 220, 105-131. https://dergipark.org.tr/en/download/article-file/582699 sayfasından erişilmiştir.
Kılıç-Çakmak, E., Çebi, A. & Kan, A. (2014). E-öğrenme ortamlarına yönelik “sosyal bulunuşluk ölçeği” geliştirme çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 14(2), 755–768. doi: 10.12738/estp.2014.2.1847 https://toad.halileksi.net/sites/default/files/pdf/e-ogrenme-ortamlarina-yonelik-sosyal-bulunusluk-olcegi-toad.pdf sayfasından erişilmiştir.
Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press.
Mohtar, T. M. T., Singh, C. K. S., Kepol, N., Ahmad, A. Z. L., & Moneyam, S. (2017). Analysis of teacher beliefs and efficacy for teaching writing to weak learners. English Language Teaching, 10(9), 208-217. https://doi.org/10.5539/elt.v10n9p208
Mojavezi, A. & Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students’ motivation and achievement. Theory and Practice in Language Studies, 2(3), 483-491. https://doi.org/10.4304/tpls.2.3.483-491
Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus user’s guide (7th Eds.). Los Angeles, CA: Author.
Müldür, M. (2017). Öz düzenlemeye dayalı yazma eğitiminin ortaokul öğrencilerinin bilgilendirici metin yazma becerisine, yazmaya yönelik öz düzenleme becerisine ve yazma öz yeterlik algısına etkisi. (Doktora tezi). https://tez.yok.gov.tr sayfasından erişilmiştir.
Nunnally, J. C., & Bernstein, I. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.
Oral, G. (2012). Yine yazı yazıyoruz. Ankara: Pegem Akademi.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307 Retrieved from https://www.jstor.org/stable/1170741?seq=1#metadata_info_tab_contents
Schermelleh-Engel, K., Moosbrugger, H., & 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. Retrieved from https://www.researchgate.net/publication/251060246_Evaluating_the_Fit_of_Structural_Equation_Models_Tests_of_Significance_and_Descriptive_Goodness-of-Fit_Measures
Schunk, D. H. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 19, 48-58. Retrieved from https://libres.uncg.edu/ir/uncg/f/D_Schunk_Self_1984.pdf
Tavşancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayın.
T.C. Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı (MEB). (2018). Türkçe dersi öğretim programı (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: Devlet Kitapları Müdürlüğü Basım Evi. http://web.deu.edu.tr/ilyas/ftp/turkce_2018.pdf sayfasından erişilmiştir.
Thornton, A. (2010). Teachers’ self-perception of their writing and their teaching of writing (Doctoral dissertation). Retrieved from https://www.proquest.com/docview/305245026
Tracy, B., Reid, R., & Graham, S. (2009). Teaching young students strategies for planning and drafting stories: The impact of self-regulated strategy development. Journal of Educational Research, 102(5), 323–331. https://doi.org/10.3200/JOER.102.5.323-332 Retrieved from https://www.researchgate.net/publication/249037736_Teaching_Young_Students_Strategies_for_Planning_and_Drafting_Stories_The_Impact_of_Self-Regulated_Strategy_Development
Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. https://doi.org/10.1016/s0742-051x(01)00036-1 Retrieved from https://mxtsch.people.wm.edu/Scholarship/TATE_TSECapturingAnElusiveConstruct.pdf sayfasından erişilmiştir.
Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248. https://doi.org/10.3102/00346543068002202 Retrieved from https://www.researchgate.net/publication/249797734_Teacher_Efficacy_Its_Meaning_and_Measure
Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130. https://doi.org/10.1016/j.tate.2014.12.005
Yıldız, M. (2018). Yazma öğretiminde temel kavramlar. H. Akyol & M. Yıldız (Ed.), Kuramdan uygulamaya yazma öğretimi içinde (s. 1–28). Ankara: Pegem Akademi.
Yılmaz, Y. (2013). Yazma öğretimi. C. Yıldız (Ed.), Yeni öğretim programına göre kuramdan uygulamaya Türkçe öğretimi içinde (s. 217-295). Ankara: Pegem Akademi.
Zimmerman, B. J. (2000). Attaining self-regulation a social cognitive perspective. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663-676. https://doi.org/10.3102/00028312029003663 Retrieved from https://www.researchgate.net/publication/233896457_Self-Motivation_for_Academic_Attainment_The_Role_of_Self-Efficacy_Beliefs_and_Personal_Goal_Setting
Zumbrunn, S. (2010). Nurturing your students’ writing knowledge, self-regulation, attitudes, and self-efficacy: The effects of self-regulated strategy development (Doctoral dissertation). Retrieved from https://core.ac.uk/download/pdf/188041765.pdf

The development of the self-efficacy beliefs scale for teaching text writing for classroom teachers

Year 2023, Issue: 32, 27 - 44, 21.02.2023

Bengisu Kaya Özgül , Seyit Ateş

https://doi.org/10.29000/rumelide.1252764

Abstract

Teachers' beliefs about their self-efficacy to teach writing to students are effective in students' acquisition and development of writing skills. Especially at primary school level, classroom teachers have very important duties and responsibilities in the acquisition and development of students' writing skills. Therefore, in this study, it was aimed to develop the "Self-Efficacy Beliefs Scale for Teaching Text Writing" for classroom teachers. The participants of the study consisted of classroom teachers. The study group consisted of 271 classroom teachers for Exploratory Factor Analysis (EFA) and 253 classroom teachers for Confirmatory Factor Analysis (CFA). In order to test the construct validity of the developed scale, EFA and CFA were conducted respectively, and Cronbach's Alpha reliability coefficient was calculated. CFA was conducted to confirm the factor structure of the 28-item "Self-Efficacy Beliefs in Teaching Text Writing Scale", which was determined to have a single-factor structure as a result of EFA. As a result of CFA, the one-factor structure of the scale obtained as a result of EFA was confirmed. The Cronbach Alpha reliability coefficient of the scale was found to be .974. As a result of the study, it can be said that the Self-Efficacy Beliefs in Teaching Text Writing Scale, which consists of 28 items with levels ranging from 0 (I cannot do it at all) to 100 (I can do it at a high level), can be used as a valid and reliable tool in future studies. Based on the results of the research, suggestions were made for future studies.

Keywords

Teaching text writing, self-efficacy beliefs, scale development, classroom teachers

References

Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86–95. https://doi.org/10.1177/088840649401700203
Bañales, G., Ahumada, S., Graham, S., Puente, A., Guajardo, M., & Muñoz, I. (2020). Teaching writing in grades 4–6 in urban schools in Chile: A national survey. Reading and Writing, 33, 2661-2696. https://doi.org/10.1007/s11145-020-10055-z
Bandura, A. (2006). Guide for constructing self-efficacy scales. F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307–337). Greenwich, CT: Information Age Publishing.
Bandura, A. (1997). Exercise of personal and collective efficacy in changing societies. A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1–45). New York: Cambridge University Press.
Berrier, D. (2009). The impact of teacher self-efficacy in writing on instruction and evaluation of writing in a school district in Western North Carolina (Doctoral dissertation). Retrieved from https://digitalcommons.gardner-webb.edu/education_etd/101/
Blanch, N. (2016). Examining elementary preservice teacher efficacy to teach writing in a title 1 school: A mixed method study of a school-based teacher education course intervention (Doctoral dissertation). Retrieved from https://stars.library.ucf.edu/etd/5074/
Brindle, M., Graham, S., Harris, K. R., & Hebert, M. (2016). Third and fourth grade teacher's classroom practices in writing: A national survey. Reading and Writing, 29, 929–954. https://doi.org/10.1007/s11145-015-9604-x
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136−162). Newbury Park, CA: Sage.
Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25–38. https://doi.org/10.1037/a0029692 Retrieved from https://www.researchgate.net/publication/258111166_Examining_Dimensions_of_Self-Efficacy_for_Writing
Burke, B. (2017). Teacher self-efficacy in writing and instructional choices: A correlational study (Doctoral dissertation). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/91/ Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. Journal of Experimental Education, 60(4), 323–337. Retrieved from https://umaine.edu/edhd/wp-content/uploads/sites/54/2010/03/Coladarci-1992.pdf
Curtis, G. (2017). The impact of teacher efficacy and beliefs on writing instruction. The Delta Kappa Gamma Bulletin: International Journal for Professional Educators 84(1), 17–24. Retrieved from https://www.dkg.is/static/files/skjol_landsamband/bulletin_grein_jona.pdf#page=17
DeVellis, R. F. (2014). Ölçek geliştirme kuram ve uygulamalar (T. Totan, Çev.). Ankara: Nobel Yayın.
Doyle, A., Zhang, J., & Mattatall, C. (2015). Spelling instruction in the primary grades: Teachers’ beliefs, practices, and concerns. Reading Horizons, 54(2), 1-34. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol54/iss2/2
Fang, Z. (1996). What counts as good writing? A case study of relationships between teacher beliefs and pupil conceptions. Reading Horizons, 36(3), 249-259. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol36/iss3/4/
Fraser, L. E. (2014). Teacher efficacy beliefs: How general teachers feel towards English language learners (Master’s thesis). Retrieved from https://mds.marshall.edu/etd/828/
Gaitas, S., & Martins, M. A. (2015). Relationships between primary teachers’ beliefs and their practices in relation to writing instruction. Research Papers in Education, 30(4), 492–505. https://doi.org/10.1080/02671522.2014.908406
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582. https://doi.org/10.1037/0022-0663.76.4.569
Gilbert, J., & Graham, S. (2010). Teaching writing to elementary students in grades 4–6: A national survey. The Elementary School Journal, 110(4), 494-518. https://doi.org/10.1086/651193
Göçer, A. (2018). Yazma eğitimi. Ankara: Pegem Akademi.
Graham, S., Harris, K. R., Fink, B., & MacArthur, C. A. (2001). Teacher efficacy in writing: A construct validation with primary grade teachers. Scientific Studies of Reading, 5(2), 177–202. https://doi.org/10.1207/S1532799Xssr0502_3 Retrieved from https://www.researchgate.net/publication/248942947_Teacher_Efficacy_in_Writing_A_Construct_Validation_With_Primary_Grade_Teachers
Graham, S., Harris, K. R., MacArthur, C., & Fink, B. (2002). Primary grade teachers’ theoretical orientations concerning writing instruction: Construct validation and a nationwide survey. Contemporary Educational Psychology, 27, 147–166. https://doi.org/10.1006/ceps.2001.1085
Hodges, T. S. (2015). The impact of teacher education writing-intensive courses on preservice teachers’ self-efficacy for writing and writing instruction (Doctoral dissertation). Retrieved from https://oaktrust.library.tamu.edu/handle/1969.1/155427
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Hughey, S. L. (2010). Development of a teaching writing self-efficacy scale (Doctoral dissertation). Retrieved from https://ir.ua.edu/bitstream/handle/123456789/837/file_1.pdf?sequence=1
Hughey-Surman, S., & Schumacker, R. E. (2012). Writing self-efficacy instrument: Development and validation. Online International Journal of Arts and Humanities, 1(5), 89-98. Retrieved from https://www.semanticscholar.org/paper/Writing-Self-Efficacy-Instrument-%3A-Development-and-Surman-Schumacker/8923df0317251429d4101ffa028aedcbcc8a1c09
Karatay, H., Destebaşı, F., Tezel, K. V. & Pektaş, S. (2018). Öğretmenlerin okuryazarlık öğretimi özyeterlilik algısı ölçeği Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması. Milli Eğitim, 220, 105-131. https://dergipark.org.tr/en/download/article-file/582699 sayfasından erişilmiştir.
Kılıç-Çakmak, E., Çebi, A. & Kan, A. (2014). E-öğrenme ortamlarına yönelik “sosyal bulunuşluk ölçeği” geliştirme çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 14(2), 755–768. doi: 10.12738/estp.2014.2.1847 https://toad.halileksi.net/sites/default/files/pdf/e-ogrenme-ortamlarina-yonelik-sosyal-bulunusluk-olcegi-toad.pdf sayfasından erişilmiştir.
Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press.
Mohtar, T. M. T., Singh, C. K. S., Kepol, N., Ahmad, A. Z. L., & Moneyam, S. (2017). Analysis of teacher beliefs and efficacy for teaching writing to weak learners. English Language Teaching, 10(9), 208-217. https://doi.org/10.5539/elt.v10n9p208
Mojavezi, A. & Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students’ motivation and achievement. Theory and Practice in Language Studies, 2(3), 483-491. https://doi.org/10.4304/tpls.2.3.483-491
Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus user’s guide (7th Eds.). Los Angeles, CA: Author.
Müldür, M. (2017). Öz düzenlemeye dayalı yazma eğitiminin ortaokul öğrencilerinin bilgilendirici metin yazma becerisine, yazmaya yönelik öz düzenleme becerisine ve yazma öz yeterlik algısına etkisi. (Doktora tezi). https://tez.yok.gov.tr sayfasından erişilmiştir.
Nunnally, J. C., & Bernstein, I. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.
Oral, G. (2012). Yine yazı yazıyoruz. Ankara: Pegem Akademi.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307 Retrieved from https://www.jstor.org/stable/1170741?seq=1#metadata_info_tab_contents
Schermelleh-Engel, K., Moosbrugger, H., & 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. Retrieved from https://www.researchgate.net/publication/251060246_Evaluating_the_Fit_of_Structural_Equation_Models_Tests_of_Significance_and_Descriptive_Goodness-of-Fit_Measures
Schunk, D. H. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 19, 48-58. Retrieved from https://libres.uncg.edu/ir/uncg/f/D_Schunk_Self_1984.pdf
Tavşancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayın.
T.C. Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı (MEB). (2018). Türkçe dersi öğretim programı (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: Devlet Kitapları Müdürlüğü Basım Evi. http://web.deu.edu.tr/ilyas/ftp/turkce_2018.pdf sayfasından erişilmiştir.
Thornton, A. (2010). Teachers’ self-perception of their writing and their teaching of writing (Doctoral dissertation). Retrieved from https://www.proquest.com/docview/305245026
Tracy, B., Reid, R., & Graham, S. (2009). Teaching young students strategies for planning and drafting stories: The impact of self-regulated strategy development. Journal of Educational Research, 102(5), 323–331. https://doi.org/10.3200/JOER.102.5.323-332 Retrieved from https://www.researchgate.net/publication/249037736_Teaching_Young_Students_Strategies_for_Planning_and_Drafting_Stories_The_Impact_of_Self-Regulated_Strategy_Development
Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. https://doi.org/10.1016/s0742-051x(01)00036-1 Retrieved from https://mxtsch.people.wm.edu/Scholarship/TATE_TSECapturingAnElusiveConstruct.pdf sayfasından erişilmiştir.
Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248. https://doi.org/10.3102/00346543068002202 Retrieved from https://www.researchgate.net/publication/249797734_Teacher_Efficacy_Its_Meaning_and_Measure
Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130. https://doi.org/10.1016/j.tate.2014.12.005
Yıldız, M. (2018). Yazma öğretiminde temel kavramlar. H. Akyol & M. Yıldız (Ed.), Kuramdan uygulamaya yazma öğretimi içinde (s. 1–28). Ankara: Pegem Akademi.
Yılmaz, Y. (2013). Yazma öğretimi. C. Yıldız (Ed.), Yeni öğretim programına göre kuramdan uygulamaya Türkçe öğretimi içinde (s. 217-295). Ankara: Pegem Akademi.
Zimmerman, B. J. (2000). Attaining self-regulation a social cognitive perspective. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663-676. https://doi.org/10.3102/00028312029003663 Retrieved from https://www.researchgate.net/publication/233896457_Self-Motivation_for_Academic_Attainment_The_Role_of_Self-Efficacy_Beliefs_and_Personal_Goal_Setting
Zumbrunn, S. (2010). Nurturing your students’ writing knowledge, self-regulation, attitudes, and self-efficacy: The effects of self-regulated strategy development (Doctoral dissertation). Retrieved from https://core.ac.uk/download/pdf/188041765.pdf

Year 2023, Issue: 32, 27 - 44, 21.02.2023

Bengisu Kaya Özgül , Seyit Ateş

https://doi.org/10.29000/rumelide.1252764

Abstract

Keywords

Metin yazmayı öğretme, öz yeterlik inancı, ölçek geliştirme, sınıf öğretmenleri, Teaching text writing, self-efficacy beliefs, scale development, classroom teachers

References

Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86–95. https://doi.org/10.1177/088840649401700203
Bañales, G., Ahumada, S., Graham, S., Puente, A., Guajardo, M., & Muñoz, I. (2020). Teaching writing in grades 4–6 in urban schools in Chile: A national survey. Reading and Writing, 33, 2661-2696. https://doi.org/10.1007/s11145-020-10055-z
Bandura, A. (2006). Guide for constructing self-efficacy scales. F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307–337). Greenwich, CT: Information Age Publishing.
Bandura, A. (1997). Exercise of personal and collective efficacy in changing societies. A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1–45). New York: Cambridge University Press.
Berrier, D. (2009). The impact of teacher self-efficacy in writing on instruction and evaluation of writing in a school district in Western North Carolina (Doctoral dissertation). Retrieved from https://digitalcommons.gardner-webb.edu/education_etd/101/
Blanch, N. (2016). Examining elementary preservice teacher efficacy to teach writing in a title 1 school: A mixed method study of a school-based teacher education course intervention (Doctoral dissertation). Retrieved from https://stars.library.ucf.edu/etd/5074/
Brindle, M., Graham, S., Harris, K. R., & Hebert, M. (2016). Third and fourth grade teacher's classroom practices in writing: A national survey. Reading and Writing, 29, 929–954. https://doi.org/10.1007/s11145-015-9604-x
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136−162). Newbury Park, CA: Sage.
Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25–38. https://doi.org/10.1037/a0029692 Retrieved from https://www.researchgate.net/publication/258111166_Examining_Dimensions_of_Self-Efficacy_for_Writing
Burke, B. (2017). Teacher self-efficacy in writing and instructional choices: A correlational study (Doctoral dissertation). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/91/ Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. Journal of Experimental Education, 60(4), 323–337. Retrieved from https://umaine.edu/edhd/wp-content/uploads/sites/54/2010/03/Coladarci-1992.pdf
Curtis, G. (2017). The impact of teacher efficacy and beliefs on writing instruction. The Delta Kappa Gamma Bulletin: International Journal for Professional Educators 84(1), 17–24. Retrieved from https://www.dkg.is/static/files/skjol_landsamband/bulletin_grein_jona.pdf#page=17
DeVellis, R. F. (2014). Ölçek geliştirme kuram ve uygulamalar (T. Totan, Çev.). Ankara: Nobel Yayın.
Doyle, A., Zhang, J., & Mattatall, C. (2015). Spelling instruction in the primary grades: Teachers’ beliefs, practices, and concerns. Reading Horizons, 54(2), 1-34. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol54/iss2/2
Fang, Z. (1996). What counts as good writing? A case study of relationships between teacher beliefs and pupil conceptions. Reading Horizons, 36(3), 249-259. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol36/iss3/4/
Fraser, L. E. (2014). Teacher efficacy beliefs: How general teachers feel towards English language learners (Master’s thesis). Retrieved from https://mds.marshall.edu/etd/828/
Gaitas, S., & Martins, M. A. (2015). Relationships between primary teachers’ beliefs and their practices in relation to writing instruction. Research Papers in Education, 30(4), 492–505. https://doi.org/10.1080/02671522.2014.908406
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582. https://doi.org/10.1037/0022-0663.76.4.569
Gilbert, J., & Graham, S. (2010). Teaching writing to elementary students in grades 4–6: A national survey. The Elementary School Journal, 110(4), 494-518. https://doi.org/10.1086/651193
Göçer, A. (2018). Yazma eğitimi. Ankara: Pegem Akademi.
Graham, S., Harris, K. R., Fink, B., & MacArthur, C. A. (2001). Teacher efficacy in writing: A construct validation with primary grade teachers. Scientific Studies of Reading, 5(2), 177–202. https://doi.org/10.1207/S1532799Xssr0502_3 Retrieved from https://www.researchgate.net/publication/248942947_Teacher_Efficacy_in_Writing_A_Construct_Validation_With_Primary_Grade_Teachers
Graham, S., Harris, K. R., MacArthur, C., & Fink, B. (2002). Primary grade teachers’ theoretical orientations concerning writing instruction: Construct validation and a nationwide survey. Contemporary Educational Psychology, 27, 147–166. https://doi.org/10.1006/ceps.2001.1085
Hodges, T. S. (2015). The impact of teacher education writing-intensive courses on preservice teachers’ self-efficacy for writing and writing instruction (Doctoral dissertation). Retrieved from https://oaktrust.library.tamu.edu/handle/1969.1/155427
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Hughey, S. L. (2010). Development of a teaching writing self-efficacy scale (Doctoral dissertation). Retrieved from https://ir.ua.edu/bitstream/handle/123456789/837/file_1.pdf?sequence=1
Hughey-Surman, S., & Schumacker, R. E. (2012). Writing self-efficacy instrument: Development and validation. Online International Journal of Arts and Humanities, 1(5), 89-98. Retrieved from https://www.semanticscholar.org/paper/Writing-Self-Efficacy-Instrument-%3A-Development-and-Surman-Schumacker/8923df0317251429d4101ffa028aedcbcc8a1c09
Karatay, H., Destebaşı, F., Tezel, K. V. & Pektaş, S. (2018). Öğretmenlerin okuryazarlık öğretimi özyeterlilik algısı ölçeği Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması. Milli Eğitim, 220, 105-131. https://dergipark.org.tr/en/download/article-file/582699 sayfasından erişilmiştir.
Kılıç-Çakmak, E., Çebi, A. & Kan, A. (2014). E-öğrenme ortamlarına yönelik “sosyal bulunuşluk ölçeği” geliştirme çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 14(2), 755–768. doi: 10.12738/estp.2014.2.1847 https://toad.halileksi.net/sites/default/files/pdf/e-ogrenme-ortamlarina-yonelik-sosyal-bulunusluk-olcegi-toad.pdf sayfasından erişilmiştir.
Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press.
Mohtar, T. M. T., Singh, C. K. S., Kepol, N., Ahmad, A. Z. L., & Moneyam, S. (2017). Analysis of teacher beliefs and efficacy for teaching writing to weak learners. English Language Teaching, 10(9), 208-217. https://doi.org/10.5539/elt.v10n9p208
Mojavezi, A. & Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students’ motivation and achievement. Theory and Practice in Language Studies, 2(3), 483-491. https://doi.org/10.4304/tpls.2.3.483-491
Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus user’s guide (7th Eds.). Los Angeles, CA: Author.
Müldür, M. (2017). Öz düzenlemeye dayalı yazma eğitiminin ortaokul öğrencilerinin bilgilendirici metin yazma becerisine, yazmaya yönelik öz düzenleme becerisine ve yazma öz yeterlik algısına etkisi. (Doktora tezi). https://tez.yok.gov.tr sayfasından erişilmiştir.
Nunnally, J. C., & Bernstein, I. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.
Oral, G. (2012). Yine yazı yazıyoruz. Ankara: Pegem Akademi.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307 Retrieved from https://www.jstor.org/stable/1170741?seq=1#metadata_info_tab_contents
Schermelleh-Engel, K., Moosbrugger, H., & 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. Retrieved from https://www.researchgate.net/publication/251060246_Evaluating_the_Fit_of_Structural_Equation_Models_Tests_of_Significance_and_Descriptive_Goodness-of-Fit_Measures
Schunk, D. H. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 19, 48-58. Retrieved from https://libres.uncg.edu/ir/uncg/f/D_Schunk_Self_1984.pdf
Tavşancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayın.
T.C. Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı (MEB). (2018). Türkçe dersi öğretim programı (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: Devlet Kitapları Müdürlüğü Basım Evi. http://web.deu.edu.tr/ilyas/ftp/turkce_2018.pdf sayfasından erişilmiştir.
Thornton, A. (2010). Teachers’ self-perception of their writing and their teaching of writing (Doctoral dissertation). Retrieved from https://www.proquest.com/docview/305245026
Tracy, B., Reid, R., & Graham, S. (2009). Teaching young students strategies for planning and drafting stories: The impact of self-regulated strategy development. Journal of Educational Research, 102(5), 323–331. https://doi.org/10.3200/JOER.102.5.323-332 Retrieved from https://www.researchgate.net/publication/249037736_Teaching_Young_Students_Strategies_for_Planning_and_Drafting_Stories_The_Impact_of_Self-Regulated_Strategy_Development
Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. https://doi.org/10.1016/s0742-051x(01)00036-1 Retrieved from https://mxtsch.people.wm.edu/Scholarship/TATE_TSECapturingAnElusiveConstruct.pdf sayfasından erişilmiştir.
Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248. https://doi.org/10.3102/00346543068002202 Retrieved from https://www.researchgate.net/publication/249797734_Teacher_Efficacy_Its_Meaning_and_Measure
Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130. https://doi.org/10.1016/j.tate.2014.12.005
Yıldız, M. (2018). Yazma öğretiminde temel kavramlar. H. Akyol & M. Yıldız (Ed.), Kuramdan uygulamaya yazma öğretimi içinde (s. 1–28). Ankara: Pegem Akademi.
Yılmaz, Y. (2013). Yazma öğretimi. C. Yıldız (Ed.), Yeni öğretim programına göre kuramdan uygulamaya Türkçe öğretimi içinde (s. 217-295). Ankara: Pegem Akademi.
Zimmerman, B. J. (2000). Attaining self-regulation a social cognitive perspective. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663-676. https://doi.org/10.3102/00028312029003663 Retrieved from https://www.researchgate.net/publication/233896457_Self-Motivation_for_Academic_Attainment_The_Role_of_Self-Efficacy_Beliefs_and_Personal_Goal_Setting
Zumbrunn, S. (2010). Nurturing your students’ writing knowledge, self-regulation, attitudes, and self-efficacy: The effects of self-regulated strategy development (Doctoral dissertation). Retrieved from https://core.ac.uk/download/pdf/188041765.pdf

Year 2023, Issue: 32, 27 - 44, 21.02.2023

Bengisu Kaya Özgül , Seyit Ateş

https://doi.org/10.29000/rumelide.1252764

Abstract

Keywords

Metin yazmayı öğretme, öz yeterlik inancı, ölçek geliştirme, sınıf öğretmenleri, Teaching text writing, self-efficacy beliefs, scale development, classroom teachers

References

Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86–95. https://doi.org/10.1177/088840649401700203
Bañales, G., Ahumada, S., Graham, S., Puente, A., Guajardo, M., & Muñoz, I. (2020). Teaching writing in grades 4–6 in urban schools in Chile: A national survey. Reading and Writing, 33, 2661-2696. https://doi.org/10.1007/s11145-020-10055-z
Bandura, A. (2006). Guide for constructing self-efficacy scales. F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307–337). Greenwich, CT: Information Age Publishing.
Bandura, A. (1997). Exercise of personal and collective efficacy in changing societies. A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1–45). New York: Cambridge University Press.
Berrier, D. (2009). The impact of teacher self-efficacy in writing on instruction and evaluation of writing in a school district in Western North Carolina (Doctoral dissertation). Retrieved from https://digitalcommons.gardner-webb.edu/education_etd/101/
Blanch, N. (2016). Examining elementary preservice teacher efficacy to teach writing in a title 1 school: A mixed method study of a school-based teacher education course intervention (Doctoral dissertation). Retrieved from https://stars.library.ucf.edu/etd/5074/
Brindle, M., Graham, S., Harris, K. R., & Hebert, M. (2016). Third and fourth grade teacher's classroom practices in writing: A national survey. Reading and Writing, 29, 929–954. https://doi.org/10.1007/s11145-015-9604-x
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136−162). Newbury Park, CA: Sage.
Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25–38. https://doi.org/10.1037/a0029692 Retrieved from https://www.researchgate.net/publication/258111166_Examining_Dimensions_of_Self-Efficacy_for_Writing
Burke, B. (2017). Teacher self-efficacy in writing and instructional choices: A correlational study (Doctoral dissertation). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/91/ Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. Journal of Experimental Education, 60(4), 323–337. Retrieved from https://umaine.edu/edhd/wp-content/uploads/sites/54/2010/03/Coladarci-1992.pdf
Curtis, G. (2017). The impact of teacher efficacy and beliefs on writing instruction. The Delta Kappa Gamma Bulletin: International Journal for Professional Educators 84(1), 17–24. Retrieved from https://www.dkg.is/static/files/skjol_landsamband/bulletin_grein_jona.pdf#page=17
DeVellis, R. F. (2014). Ölçek geliştirme kuram ve uygulamalar (T. Totan, Çev.). Ankara: Nobel Yayın.
Doyle, A., Zhang, J., & Mattatall, C. (2015). Spelling instruction in the primary grades: Teachers’ beliefs, practices, and concerns. Reading Horizons, 54(2), 1-34. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol54/iss2/2
Fang, Z. (1996). What counts as good writing? A case study of relationships between teacher beliefs and pupil conceptions. Reading Horizons, 36(3), 249-259. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol36/iss3/4/
Fraser, L. E. (2014). Teacher efficacy beliefs: How general teachers feel towards English language learners (Master’s thesis). Retrieved from https://mds.marshall.edu/etd/828/
Gaitas, S., & Martins, M. A. (2015). Relationships between primary teachers’ beliefs and their practices in relation to writing instruction. Research Papers in Education, 30(4), 492–505. https://doi.org/10.1080/02671522.2014.908406
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582. https://doi.org/10.1037/0022-0663.76.4.569
Gilbert, J., & Graham, S. (2010). Teaching writing to elementary students in grades 4–6: A national survey. The Elementary School Journal, 110(4), 494-518. https://doi.org/10.1086/651193
Göçer, A. (2018). Yazma eğitimi. Ankara: Pegem Akademi.
Graham, S., Harris, K. R., Fink, B., & MacArthur, C. A. (2001). Teacher efficacy in writing: A construct validation with primary grade teachers. Scientific Studies of Reading, 5(2), 177–202. https://doi.org/10.1207/S1532799Xssr0502_3 Retrieved from https://www.researchgate.net/publication/248942947_Teacher_Efficacy_in_Writing_A_Construct_Validation_With_Primary_Grade_Teachers
Graham, S., Harris, K. R., MacArthur, C., & Fink, B. (2002). Primary grade teachers’ theoretical orientations concerning writing instruction: Construct validation and a nationwide survey. Contemporary Educational Psychology, 27, 147–166. https://doi.org/10.1006/ceps.2001.1085
Hodges, T. S. (2015). The impact of teacher education writing-intensive courses on preservice teachers’ self-efficacy for writing and writing instruction (Doctoral dissertation). Retrieved from https://oaktrust.library.tamu.edu/handle/1969.1/155427
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Hughey, S. L. (2010). Development of a teaching writing self-efficacy scale (Doctoral dissertation). Retrieved from https://ir.ua.edu/bitstream/handle/123456789/837/file_1.pdf?sequence=1
Hughey-Surman, S., & Schumacker, R. E. (2012). Writing self-efficacy instrument: Development and validation. Online International Journal of Arts and Humanities, 1(5), 89-98. Retrieved from https://www.semanticscholar.org/paper/Writing-Self-Efficacy-Instrument-%3A-Development-and-Surman-Schumacker/8923df0317251429d4101ffa028aedcbcc8a1c09
Karatay, H., Destebaşı, F., Tezel, K. V. & Pektaş, S. (2018). Öğretmenlerin okuryazarlık öğretimi özyeterlilik algısı ölçeği Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması. Milli Eğitim, 220, 105-131. https://dergipark.org.tr/en/download/article-file/582699 sayfasından erişilmiştir.
Kılıç-Çakmak, E., Çebi, A. & Kan, A. (2014). E-öğrenme ortamlarına yönelik “sosyal bulunuşluk ölçeği” geliştirme çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 14(2), 755–768. doi: 10.12738/estp.2014.2.1847 https://toad.halileksi.net/sites/default/files/pdf/e-ogrenme-ortamlarina-yonelik-sosyal-bulunusluk-olcegi-toad.pdf sayfasından erişilmiştir.
Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press.
Mohtar, T. M. T., Singh, C. K. S., Kepol, N., Ahmad, A. Z. L., & Moneyam, S. (2017). Analysis of teacher beliefs and efficacy for teaching writing to weak learners. English Language Teaching, 10(9), 208-217. https://doi.org/10.5539/elt.v10n9p208
Mojavezi, A. & Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students’ motivation and achievement. Theory and Practice in Language Studies, 2(3), 483-491. https://doi.org/10.4304/tpls.2.3.483-491
Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus user’s guide (7th Eds.). Los Angeles, CA: Author.
Müldür, M. (2017). Öz düzenlemeye dayalı yazma eğitiminin ortaokul öğrencilerinin bilgilendirici metin yazma becerisine, yazmaya yönelik öz düzenleme becerisine ve yazma öz yeterlik algısına etkisi. (Doktora tezi). https://tez.yok.gov.tr sayfasından erişilmiştir.
Nunnally, J. C., & Bernstein, I. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.
Oral, G. (2012). Yine yazı yazıyoruz. Ankara: Pegem Akademi.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307 Retrieved from https://www.jstor.org/stable/1170741?seq=1#metadata_info_tab_contents
Schermelleh-Engel, K., Moosbrugger, H., & 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. Retrieved from https://www.researchgate.net/publication/251060246_Evaluating_the_Fit_of_Structural_Equation_Models_Tests_of_Significance_and_Descriptive_Goodness-of-Fit_Measures
Schunk, D. H. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 19, 48-58. Retrieved from https://libres.uncg.edu/ir/uncg/f/D_Schunk_Self_1984.pdf
Tavşancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayın.
T.C. Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı (MEB). (2018). Türkçe dersi öğretim programı (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: Devlet Kitapları Müdürlüğü Basım Evi. http://web.deu.edu.tr/ilyas/ftp/turkce_2018.pdf sayfasından erişilmiştir.
Thornton, A. (2010). Teachers’ self-perception of their writing and their teaching of writing (Doctoral dissertation). Retrieved from https://www.proquest.com/docview/305245026
Tracy, B., Reid, R., & Graham, S. (2009). Teaching young students strategies for planning and drafting stories: The impact of self-regulated strategy development. Journal of Educational Research, 102(5), 323–331. https://doi.org/10.3200/JOER.102.5.323-332 Retrieved from https://www.researchgate.net/publication/249037736_Teaching_Young_Students_Strategies_for_Planning_and_Drafting_Stories_The_Impact_of_Self-Regulated_Strategy_Development
Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. https://doi.org/10.1016/s0742-051x(01)00036-1 Retrieved from https://mxtsch.people.wm.edu/Scholarship/TATE_TSECapturingAnElusiveConstruct.pdf sayfasından erişilmiştir.
Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248. https://doi.org/10.3102/00346543068002202 Retrieved from https://www.researchgate.net/publication/249797734_Teacher_Efficacy_Its_Meaning_and_Measure
Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130. https://doi.org/10.1016/j.tate.2014.12.005
Yıldız, M. (2018). Yazma öğretiminde temel kavramlar. H. Akyol & M. Yıldız (Ed.), Kuramdan uygulamaya yazma öğretimi içinde (s. 1–28). Ankara: Pegem Akademi.
Yılmaz, Y. (2013). Yazma öğretimi. C. Yıldız (Ed.), Yeni öğretim programına göre kuramdan uygulamaya Türkçe öğretimi içinde (s. 217-295). Ankara: Pegem Akademi.
Zimmerman, B. J. (2000). Attaining self-regulation a social cognitive perspective. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663-676. https://doi.org/10.3102/00028312029003663 Retrieved from https://www.researchgate.net/publication/233896457_Self-Motivation_for_Academic_Attainment_The_Role_of_Self-Efficacy_Beliefs_and_Personal_Goal_Setting
Zumbrunn, S. (2010). Nurturing your students’ writing knowledge, self-regulation, attitudes, and self-efficacy: The effects of self-regulated strategy development (Doctoral dissertation). Retrieved from https://core.ac.uk/download/pdf/188041765.pdf

Year 2023, Issue: 32, 27 - 44, 21.02.2023

Bengisu Kaya Özgül , Seyit Ateş

https://doi.org/10.29000/rumelide.1252764

Abstract

Keywords

Metin yazmayı öğretme, öz yeterlik inancı, ölçek geliştirme, sınıf öğretmenleri, Teaching text writing, self-efficacy beliefs, scale development, classroom teachers

References

Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86–95. https://doi.org/10.1177/088840649401700203
Bañales, G., Ahumada, S., Graham, S., Puente, A., Guajardo, M., & Muñoz, I. (2020). Teaching writing in grades 4–6 in urban schools in Chile: A national survey. Reading and Writing, 33, 2661-2696. https://doi.org/10.1007/s11145-020-10055-z
Bandura, A. (2006). Guide for constructing self-efficacy scales. F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307–337). Greenwich, CT: Information Age Publishing.
Bandura, A. (1997). Exercise of personal and collective efficacy in changing societies. A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1–45). New York: Cambridge University Press.
Berrier, D. (2009). The impact of teacher self-efficacy in writing on instruction and evaluation of writing in a school district in Western North Carolina (Doctoral dissertation). Retrieved from https://digitalcommons.gardner-webb.edu/education_etd/101/
Blanch, N. (2016). Examining elementary preservice teacher efficacy to teach writing in a title 1 school: A mixed method study of a school-based teacher education course intervention (Doctoral dissertation). Retrieved from https://stars.library.ucf.edu/etd/5074/
Brindle, M., Graham, S., Harris, K. R., & Hebert, M. (2016). Third and fourth grade teacher's classroom practices in writing: A national survey. Reading and Writing, 29, 929–954. https://doi.org/10.1007/s11145-015-9604-x
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136−162). Newbury Park, CA: Sage.
Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25–38. https://doi.org/10.1037/a0029692 Retrieved from https://www.researchgate.net/publication/258111166_Examining_Dimensions_of_Self-Efficacy_for_Writing
Burke, B. (2017). Teacher self-efficacy in writing and instructional choices: A correlational study (Doctoral dissertation). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/91/ Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. Journal of Experimental Education, 60(4), 323–337. Retrieved from https://umaine.edu/edhd/wp-content/uploads/sites/54/2010/03/Coladarci-1992.pdf
Curtis, G. (2017). The impact of teacher efficacy and beliefs on writing instruction. The Delta Kappa Gamma Bulletin: International Journal for Professional Educators 84(1), 17–24. Retrieved from https://www.dkg.is/static/files/skjol_landsamband/bulletin_grein_jona.pdf#page=17
DeVellis, R. F. (2014). Ölçek geliştirme kuram ve uygulamalar (T. Totan, Çev.). Ankara: Nobel Yayın.
Doyle, A., Zhang, J., & Mattatall, C. (2015). Spelling instruction in the primary grades: Teachers’ beliefs, practices, and concerns. Reading Horizons, 54(2), 1-34. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol54/iss2/2
Fang, Z. (1996). What counts as good writing? A case study of relationships between teacher beliefs and pupil conceptions. Reading Horizons, 36(3), 249-259. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol36/iss3/4/
Fraser, L. E. (2014). Teacher efficacy beliefs: How general teachers feel towards English language learners (Master’s thesis). Retrieved from https://mds.marshall.edu/etd/828/
Gaitas, S., & Martins, M. A. (2015). Relationships between primary teachers’ beliefs and their practices in relation to writing instruction. Research Papers in Education, 30(4), 492–505. https://doi.org/10.1080/02671522.2014.908406
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582. https://doi.org/10.1037/0022-0663.76.4.569
Gilbert, J., & Graham, S. (2010). Teaching writing to elementary students in grades 4–6: A national survey. The Elementary School Journal, 110(4), 494-518. https://doi.org/10.1086/651193
Göçer, A. (2018). Yazma eğitimi. Ankara: Pegem Akademi.
Graham, S., Harris, K. R., Fink, B., & MacArthur, C. A. (2001). Teacher efficacy in writing: A construct validation with primary grade teachers. Scientific Studies of Reading, 5(2), 177–202. https://doi.org/10.1207/S1532799Xssr0502_3 Retrieved from https://www.researchgate.net/publication/248942947_Teacher_Efficacy_in_Writing_A_Construct_Validation_With_Primary_Grade_Teachers
Graham, S., Harris, K. R., MacArthur, C., & Fink, B. (2002). Primary grade teachers’ theoretical orientations concerning writing instruction: Construct validation and a nationwide survey. Contemporary Educational Psychology, 27, 147–166. https://doi.org/10.1006/ceps.2001.1085
Hodges, T. S. (2015). The impact of teacher education writing-intensive courses on preservice teachers’ self-efficacy for writing and writing instruction (Doctoral dissertation). Retrieved from https://oaktrust.library.tamu.edu/handle/1969.1/155427
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Hughey, S. L. (2010). Development of a teaching writing self-efficacy scale (Doctoral dissertation). Retrieved from https://ir.ua.edu/bitstream/handle/123456789/837/file_1.pdf?sequence=1
Hughey-Surman, S., & Schumacker, R. E. (2012). Writing self-efficacy instrument: Development and validation. Online International Journal of Arts and Humanities, 1(5), 89-98. Retrieved from https://www.semanticscholar.org/paper/Writing-Self-Efficacy-Instrument-%3A-Development-and-Surman-Schumacker/8923df0317251429d4101ffa028aedcbcc8a1c09
Karatay, H., Destebaşı, F., Tezel, K. V. & Pektaş, S. (2018). Öğretmenlerin okuryazarlık öğretimi özyeterlilik algısı ölçeği Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması. Milli Eğitim, 220, 105-131. https://dergipark.org.tr/en/download/article-file/582699 sayfasından erişilmiştir.
Kılıç-Çakmak, E., Çebi, A. & Kan, A. (2014). E-öğrenme ortamlarına yönelik “sosyal bulunuşluk ölçeği” geliştirme çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 14(2), 755–768. doi: 10.12738/estp.2014.2.1847 https://toad.halileksi.net/sites/default/files/pdf/e-ogrenme-ortamlarina-yonelik-sosyal-bulunusluk-olcegi-toad.pdf sayfasından erişilmiştir.
Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press.
Mohtar, T. M. T., Singh, C. K. S., Kepol, N., Ahmad, A. Z. L., & Moneyam, S. (2017). Analysis of teacher beliefs and efficacy for teaching writing to weak learners. English Language Teaching, 10(9), 208-217. https://doi.org/10.5539/elt.v10n9p208
Mojavezi, A. & Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students’ motivation and achievement. Theory and Practice in Language Studies, 2(3), 483-491. https://doi.org/10.4304/tpls.2.3.483-491
Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus user’s guide (7th Eds.). Los Angeles, CA: Author.
Müldür, M. (2017). Öz düzenlemeye dayalı yazma eğitiminin ortaokul öğrencilerinin bilgilendirici metin yazma becerisine, yazmaya yönelik öz düzenleme becerisine ve yazma öz yeterlik algısına etkisi. (Doktora tezi). https://tez.yok.gov.tr sayfasından erişilmiştir.
Nunnally, J. C., & Bernstein, I. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.
Oral, G. (2012). Yine yazı yazıyoruz. Ankara: Pegem Akademi.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307 Retrieved from https://www.jstor.org/stable/1170741?seq=1#metadata_info_tab_contents
Schermelleh-Engel, K., Moosbrugger, H., & 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. Retrieved from https://www.researchgate.net/publication/251060246_Evaluating_the_Fit_of_Structural_Equation_Models_Tests_of_Significance_and_Descriptive_Goodness-of-Fit_Measures
Schunk, D. H. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 19, 48-58. Retrieved from https://libres.uncg.edu/ir/uncg/f/D_Schunk_Self_1984.pdf
Tavşancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayın.
T.C. Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı (MEB). (2018). Türkçe dersi öğretim programı (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: Devlet Kitapları Müdürlüğü Basım Evi. http://web.deu.edu.tr/ilyas/ftp/turkce_2018.pdf sayfasından erişilmiştir.
Thornton, A. (2010). Teachers’ self-perception of their writing and their teaching of writing (Doctoral dissertation). Retrieved from https://www.proquest.com/docview/305245026
Tracy, B., Reid, R., & Graham, S. (2009). Teaching young students strategies for planning and drafting stories: The impact of self-regulated strategy development. Journal of Educational Research, 102(5), 323–331. https://doi.org/10.3200/JOER.102.5.323-332 Retrieved from https://www.researchgate.net/publication/249037736_Teaching_Young_Students_Strategies_for_Planning_and_Drafting_Stories_The_Impact_of_Self-Regulated_Strategy_Development
Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. https://doi.org/10.1016/s0742-051x(01)00036-1 Retrieved from https://mxtsch.people.wm.edu/Scholarship/TATE_TSECapturingAnElusiveConstruct.pdf sayfasından erişilmiştir.
Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248. https://doi.org/10.3102/00346543068002202 Retrieved from https://www.researchgate.net/publication/249797734_Teacher_Efficacy_Its_Meaning_and_Measure
Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130. https://doi.org/10.1016/j.tate.2014.12.005
Yıldız, M. (2018). Yazma öğretiminde temel kavramlar. H. Akyol & M. Yıldız (Ed.), Kuramdan uygulamaya yazma öğretimi içinde (s. 1–28). Ankara: Pegem Akademi.
Yılmaz, Y. (2013). Yazma öğretimi. C. Yıldız (Ed.), Yeni öğretim programına göre kuramdan uygulamaya Türkçe öğretimi içinde (s. 217-295). Ankara: Pegem Akademi.
Zimmerman, B. J. (2000). Attaining self-regulation a social cognitive perspective. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663-676. https://doi.org/10.3102/00028312029003663 Retrieved from https://www.researchgate.net/publication/233896457_Self-Motivation_for_Academic_Attainment_The_Role_of_Self-Efficacy_Beliefs_and_Personal_Goal_Setting
Zumbrunn, S. (2010). Nurturing your students’ writing knowledge, self-regulation, attitudes, and self-efficacy: The effects of self-regulated strategy development (Doctoral dissertation). Retrieved from https://core.ac.uk/download/pdf/188041765.pdf

Year 2023, Issue: 32, 27 - 44, 21.02.2023

Bengisu Kaya Özgül , Seyit Ateş

https://doi.org/10.29000/rumelide.1252764

Abstract

Keywords

Metin yazmayı öğretme, öz yeterlik inancı, ölçek geliştirme, sınıf öğretmenleri, Teaching text writing, self-efficacy beliefs, scale development, classroom teachers

References

Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86–95. https://doi.org/10.1177/088840649401700203
Bañales, G., Ahumada, S., Graham, S., Puente, A., Guajardo, M., & Muñoz, I. (2020). Teaching writing in grades 4–6 in urban schools in Chile: A national survey. Reading and Writing, 33, 2661-2696. https://doi.org/10.1007/s11145-020-10055-z
Bandura, A. (2006). Guide for constructing self-efficacy scales. F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307–337). Greenwich, CT: Information Age Publishing.
Bandura, A. (1997). Exercise of personal and collective efficacy in changing societies. A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1–45). New York: Cambridge University Press.
Berrier, D. (2009). The impact of teacher self-efficacy in writing on instruction and evaluation of writing in a school district in Western North Carolina (Doctoral dissertation). Retrieved from https://digitalcommons.gardner-webb.edu/education_etd/101/
Blanch, N. (2016). Examining elementary preservice teacher efficacy to teach writing in a title 1 school: A mixed method study of a school-based teacher education course intervention (Doctoral dissertation). Retrieved from https://stars.library.ucf.edu/etd/5074/
Brindle, M., Graham, S., Harris, K. R., & Hebert, M. (2016). Third and fourth grade teacher's classroom practices in writing: A national survey. Reading and Writing, 29, 929–954. https://doi.org/10.1007/s11145-015-9604-x
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136−162). Newbury Park, CA: Sage.
Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25–38. https://doi.org/10.1037/a0029692 Retrieved from https://www.researchgate.net/publication/258111166_Examining_Dimensions_of_Self-Efficacy_for_Writing
Burke, B. (2017). Teacher self-efficacy in writing and instructional choices: A correlational study (Doctoral dissertation). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/91/ Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. Journal of Experimental Education, 60(4), 323–337. Retrieved from https://umaine.edu/edhd/wp-content/uploads/sites/54/2010/03/Coladarci-1992.pdf
Curtis, G. (2017). The impact of teacher efficacy and beliefs on writing instruction. The Delta Kappa Gamma Bulletin: International Journal for Professional Educators 84(1), 17–24. Retrieved from https://www.dkg.is/static/files/skjol_landsamband/bulletin_grein_jona.pdf#page=17
DeVellis, R. F. (2014). Ölçek geliştirme kuram ve uygulamalar (T. Totan, Çev.). Ankara: Nobel Yayın.
Doyle, A., Zhang, J., & Mattatall, C. (2015). Spelling instruction in the primary grades: Teachers’ beliefs, practices, and concerns. Reading Horizons, 54(2), 1-34. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol54/iss2/2
Fang, Z. (1996). What counts as good writing? A case study of relationships between teacher beliefs and pupil conceptions. Reading Horizons, 36(3), 249-259. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol36/iss3/4/
Fraser, L. E. (2014). Teacher efficacy beliefs: How general teachers feel towards English language learners (Master’s thesis). Retrieved from https://mds.marshall.edu/etd/828/
Gaitas, S., & Martins, M. A. (2015). Relationships between primary teachers’ beliefs and their practices in relation to writing instruction. Research Papers in Education, 30(4), 492–505. https://doi.org/10.1080/02671522.2014.908406
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582. https://doi.org/10.1037/0022-0663.76.4.569
Gilbert, J., & Graham, S. (2010). Teaching writing to elementary students in grades 4–6: A national survey. The Elementary School Journal, 110(4), 494-518. https://doi.org/10.1086/651193
Göçer, A. (2018). Yazma eğitimi. Ankara: Pegem Akademi.
Graham, S., Harris, K. R., Fink, B., & MacArthur, C. A. (2001). Teacher efficacy in writing: A construct validation with primary grade teachers. Scientific Studies of Reading, 5(2), 177–202. https://doi.org/10.1207/S1532799Xssr0502_3 Retrieved from https://www.researchgate.net/publication/248942947_Teacher_Efficacy_in_Writing_A_Construct_Validation_With_Primary_Grade_Teachers
Graham, S., Harris, K. R., MacArthur, C., & Fink, B. (2002). Primary grade teachers’ theoretical orientations concerning writing instruction: Construct validation and a nationwide survey. Contemporary Educational Psychology, 27, 147–166. https://doi.org/10.1006/ceps.2001.1085
Hodges, T. S. (2015). The impact of teacher education writing-intensive courses on preservice teachers’ self-efficacy for writing and writing instruction (Doctoral dissertation). Retrieved from https://oaktrust.library.tamu.edu/handle/1969.1/155427
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Hughey, S. L. (2010). Development of a teaching writing self-efficacy scale (Doctoral dissertation). Retrieved from https://ir.ua.edu/bitstream/handle/123456789/837/file_1.pdf?sequence=1
Hughey-Surman, S., & Schumacker, R. E. (2012). Writing self-efficacy instrument: Development and validation. Online International Journal of Arts and Humanities, 1(5), 89-98. Retrieved from https://www.semanticscholar.org/paper/Writing-Self-Efficacy-Instrument-%3A-Development-and-Surman-Schumacker/8923df0317251429d4101ffa028aedcbcc8a1c09
Karatay, H., Destebaşı, F., Tezel, K. V. & Pektaş, S. (2018). Öğretmenlerin okuryazarlık öğretimi özyeterlilik algısı ölçeği Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması. Milli Eğitim, 220, 105-131. https://dergipark.org.tr/en/download/article-file/582699 sayfasından erişilmiştir.
Kılıç-Çakmak, E., Çebi, A. & Kan, A. (2014). E-öğrenme ortamlarına yönelik “sosyal bulunuşluk ölçeği” geliştirme çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 14(2), 755–768. doi: 10.12738/estp.2014.2.1847 https://toad.halileksi.net/sites/default/files/pdf/e-ogrenme-ortamlarina-yonelik-sosyal-bulunusluk-olcegi-toad.pdf sayfasından erişilmiştir.
Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press.
Mohtar, T. M. T., Singh, C. K. S., Kepol, N., Ahmad, A. Z. L., & Moneyam, S. (2017). Analysis of teacher beliefs and efficacy for teaching writing to weak learners. English Language Teaching, 10(9), 208-217. https://doi.org/10.5539/elt.v10n9p208
Mojavezi, A. & Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students’ motivation and achievement. Theory and Practice in Language Studies, 2(3), 483-491. https://doi.org/10.4304/tpls.2.3.483-491
Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus user’s guide (7th Eds.). Los Angeles, CA: Author.
Müldür, M. (2017). Öz düzenlemeye dayalı yazma eğitiminin ortaokul öğrencilerinin bilgilendirici metin yazma becerisine, yazmaya yönelik öz düzenleme becerisine ve yazma öz yeterlik algısına etkisi. (Doktora tezi). https://tez.yok.gov.tr sayfasından erişilmiştir.
Nunnally, J. C., & Bernstein, I. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.
Oral, G. (2012). Yine yazı yazıyoruz. Ankara: Pegem Akademi.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307 Retrieved from https://www.jstor.org/stable/1170741?seq=1#metadata_info_tab_contents
Schermelleh-Engel, K., Moosbrugger, H., & 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. Retrieved from https://www.researchgate.net/publication/251060246_Evaluating_the_Fit_of_Structural_Equation_Models_Tests_of_Significance_and_Descriptive_Goodness-of-Fit_Measures
Schunk, D. H. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 19, 48-58. Retrieved from https://libres.uncg.edu/ir/uncg/f/D_Schunk_Self_1984.pdf
Tavşancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayın.
T.C. Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı (MEB). (2018). Türkçe dersi öğretim programı (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: Devlet Kitapları Müdürlüğü Basım Evi. http://web.deu.edu.tr/ilyas/ftp/turkce_2018.pdf sayfasından erişilmiştir.
Thornton, A. (2010). Teachers’ self-perception of their writing and their teaching of writing (Doctoral dissertation). Retrieved from https://www.proquest.com/docview/305245026
Tracy, B., Reid, R., & Graham, S. (2009). Teaching young students strategies for planning and drafting stories: The impact of self-regulated strategy development. Journal of Educational Research, 102(5), 323–331. https://doi.org/10.3200/JOER.102.5.323-332 Retrieved from https://www.researchgate.net/publication/249037736_Teaching_Young_Students_Strategies_for_Planning_and_Drafting_Stories_The_Impact_of_Self-Regulated_Strategy_Development
Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. https://doi.org/10.1016/s0742-051x(01)00036-1 Retrieved from https://mxtsch.people.wm.edu/Scholarship/TATE_TSECapturingAnElusiveConstruct.pdf sayfasından erişilmiştir.
Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248. https://doi.org/10.3102/00346543068002202 Retrieved from https://www.researchgate.net/publication/249797734_Teacher_Efficacy_Its_Meaning_and_Measure
Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130. https://doi.org/10.1016/j.tate.2014.12.005
Yıldız, M. (2018). Yazma öğretiminde temel kavramlar. H. Akyol & M. Yıldız (Ed.), Kuramdan uygulamaya yazma öğretimi içinde (s. 1–28). Ankara: Pegem Akademi.
Yılmaz, Y. (2013). Yazma öğretimi. C. Yıldız (Ed.), Yeni öğretim programına göre kuramdan uygulamaya Türkçe öğretimi içinde (s. 217-295). Ankara: Pegem Akademi.
Zimmerman, B. J. (2000). Attaining self-regulation a social cognitive perspective. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663-676. https://doi.org/10.3102/00028312029003663 Retrieved from https://www.researchgate.net/publication/233896457_Self-Motivation_for_Academic_Attainment_The_Role_of_Self-Efficacy_Beliefs_and_Personal_Goal_Setting
Zumbrunn, S. (2010). Nurturing your students’ writing knowledge, self-regulation, attitudes, and self-efficacy: The effects of self-regulated strategy development (Doctoral dissertation). Retrieved from https://core.ac.uk/download/pdf/188041765.pdf

Year 2023, Issue: 32, 27 - 44, 21.02.2023

Bengisu Kaya Özgül , Seyit Ateş

https://doi.org/10.29000/rumelide.1252764

Abstract

Keywords

Metin yazmayı öğretme, öz yeterlik inancı, ölçek geliştirme, sınıf öğretmenleri, Teaching text writing, self-efficacy beliefs, scale development, classroom teachers

References

Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86–95. https://doi.org/10.1177/088840649401700203
Bañales, G., Ahumada, S., Graham, S., Puente, A., Guajardo, M., & Muñoz, I. (2020). Teaching writing in grades 4–6 in urban schools in Chile: A national survey. Reading and Writing, 33, 2661-2696. https://doi.org/10.1007/s11145-020-10055-z
Bandura, A. (2006). Guide for constructing self-efficacy scales. F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307–337). Greenwich, CT: Information Age Publishing.
Bandura, A. (1997). Exercise of personal and collective efficacy in changing societies. A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1–45). New York: Cambridge University Press.
Berrier, D. (2009). The impact of teacher self-efficacy in writing on instruction and evaluation of writing in a school district in Western North Carolina (Doctoral dissertation). Retrieved from https://digitalcommons.gardner-webb.edu/education_etd/101/
Blanch, N. (2016). Examining elementary preservice teacher efficacy to teach writing in a title 1 school: A mixed method study of a school-based teacher education course intervention (Doctoral dissertation). Retrieved from https://stars.library.ucf.edu/etd/5074/
Brindle, M., Graham, S., Harris, K. R., & Hebert, M. (2016). Third and fourth grade teacher's classroom practices in writing: A national survey. Reading and Writing, 29, 929–954. https://doi.org/10.1007/s11145-015-9604-x
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136−162). Newbury Park, CA: Sage.
Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25–38. https://doi.org/10.1037/a0029692 Retrieved from https://www.researchgate.net/publication/258111166_Examining_Dimensions_of_Self-Efficacy_for_Writing
Burke, B. (2017). Teacher self-efficacy in writing and instructional choices: A correlational study (Doctoral dissertation). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/91/ Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. Journal of Experimental Education, 60(4), 323–337. Retrieved from https://umaine.edu/edhd/wp-content/uploads/sites/54/2010/03/Coladarci-1992.pdf
Curtis, G. (2017). The impact of teacher efficacy and beliefs on writing instruction. The Delta Kappa Gamma Bulletin: International Journal for Professional Educators 84(1), 17–24. Retrieved from https://www.dkg.is/static/files/skjol_landsamband/bulletin_grein_jona.pdf#page=17
DeVellis, R. F. (2014). Ölçek geliştirme kuram ve uygulamalar (T. Totan, Çev.). Ankara: Nobel Yayın.
Doyle, A., Zhang, J., & Mattatall, C. (2015). Spelling instruction in the primary grades: Teachers’ beliefs, practices, and concerns. Reading Horizons, 54(2), 1-34. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol54/iss2/2
Fang, Z. (1996). What counts as good writing? A case study of relationships between teacher beliefs and pupil conceptions. Reading Horizons, 36(3), 249-259. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol36/iss3/4/
Fraser, L. E. (2014). Teacher efficacy beliefs: How general teachers feel towards English language learners (Master’s thesis). Retrieved from https://mds.marshall.edu/etd/828/
Gaitas, S., & Martins, M. A. (2015). Relationships between primary teachers’ beliefs and their practices in relation to writing instruction. Research Papers in Education, 30(4), 492–505. https://doi.org/10.1080/02671522.2014.908406
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582. https://doi.org/10.1037/0022-0663.76.4.569
Gilbert, J., & Graham, S. (2010). Teaching writing to elementary students in grades 4–6: A national survey. The Elementary School Journal, 110(4), 494-518. https://doi.org/10.1086/651193
Göçer, A. (2018). Yazma eğitimi. Ankara: Pegem Akademi.
Graham, S., Harris, K. R., Fink, B., & MacArthur, C. A. (2001). Teacher efficacy in writing: A construct validation with primary grade teachers. Scientific Studies of Reading, 5(2), 177–202. https://doi.org/10.1207/S1532799Xssr0502_3 Retrieved from https://www.researchgate.net/publication/248942947_Teacher_Efficacy_in_Writing_A_Construct_Validation_With_Primary_Grade_Teachers
Graham, S., Harris, K. R., MacArthur, C., & Fink, B. (2002). Primary grade teachers’ theoretical orientations concerning writing instruction: Construct validation and a nationwide survey. Contemporary Educational Psychology, 27, 147–166. https://doi.org/10.1006/ceps.2001.1085
Hodges, T. S. (2015). The impact of teacher education writing-intensive courses on preservice teachers’ self-efficacy for writing and writing instruction (Doctoral dissertation). Retrieved from https://oaktrust.library.tamu.edu/handle/1969.1/155427
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Hughey, S. L. (2010). Development of a teaching writing self-efficacy scale (Doctoral dissertation). Retrieved from https://ir.ua.edu/bitstream/handle/123456789/837/file_1.pdf?sequence=1
Hughey-Surman, S., & Schumacker, R. E. (2012). Writing self-efficacy instrument: Development and validation. Online International Journal of Arts and Humanities, 1(5), 89-98. Retrieved from https://www.semanticscholar.org/paper/Writing-Self-Efficacy-Instrument-%3A-Development-and-Surman-Schumacker/8923df0317251429d4101ffa028aedcbcc8a1c09
Karatay, H., Destebaşı, F., Tezel, K. V. & Pektaş, S. (2018). Öğretmenlerin okuryazarlık öğretimi özyeterlilik algısı ölçeği Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması. Milli Eğitim, 220, 105-131. https://dergipark.org.tr/en/download/article-file/582699 sayfasından erişilmiştir.
Kılıç-Çakmak, E., Çebi, A. & Kan, A. (2014). E-öğrenme ortamlarına yönelik “sosyal bulunuşluk ölçeği” geliştirme çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 14(2), 755–768. doi: 10.12738/estp.2014.2.1847 https://toad.halileksi.net/sites/default/files/pdf/e-ogrenme-ortamlarina-yonelik-sosyal-bulunusluk-olcegi-toad.pdf sayfasından erişilmiştir.
Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press.
Mohtar, T. M. T., Singh, C. K. S., Kepol, N., Ahmad, A. Z. L., & Moneyam, S. (2017). Analysis of teacher beliefs and efficacy for teaching writing to weak learners. English Language Teaching, 10(9), 208-217. https://doi.org/10.5539/elt.v10n9p208
Mojavezi, A. & Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students’ motivation and achievement. Theory and Practice in Language Studies, 2(3), 483-491. https://doi.org/10.4304/tpls.2.3.483-491
Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus user’s guide (7th Eds.). Los Angeles, CA: Author.
Müldür, M. (2017). Öz düzenlemeye dayalı yazma eğitiminin ortaokul öğrencilerinin bilgilendirici metin yazma becerisine, yazmaya yönelik öz düzenleme becerisine ve yazma öz yeterlik algısına etkisi. (Doktora tezi). https://tez.yok.gov.tr sayfasından erişilmiştir.
Nunnally, J. C., & Bernstein, I. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.
Oral, G. (2012). Yine yazı yazıyoruz. Ankara: Pegem Akademi.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307 Retrieved from https://www.jstor.org/stable/1170741?seq=1#metadata_info_tab_contents
Schermelleh-Engel, K., Moosbrugger, H., & 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. Retrieved from https://www.researchgate.net/publication/251060246_Evaluating_the_Fit_of_Structural_Equation_Models_Tests_of_Significance_and_Descriptive_Goodness-of-Fit_Measures
Schunk, D. H. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 19, 48-58. Retrieved from https://libres.uncg.edu/ir/uncg/f/D_Schunk_Self_1984.pdf
Tavşancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayın.
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Primary Language	Turkish
Subjects	Linguistics
Journal Section	Turkish language, culture and literature
Authors	Bengisu Kaya Özgül 0000-0001-6299-1370 Seyit Ateş 0000-0002-4498-0376
Publication Date	February 21, 2023
Published in Issue	Year 2023 Issue: 32

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APA	Kaya Özgül, B., & Ateş, S. (2023). Sınıf öğretmenlerine yönelik metin yazmayı öğretme öz yeterlik inançları ölçeğinin geliştirilmesi. RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi(32), 27-44. https://doi.org/10.29000/rumelide.1252764

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