The Relationship among Preservice Teachers' Perceived Personality Type, Teacher Self-Efficacy Beliefs, and Critical Thinking Attitudes

Abstract

This study examined the relationship among pre-service teachers' perceived personality types, teacher self-efficacy and critical thinking attitude, and the role of critical thinking attitude in the relationship between perceived personality type and teacher self-efficacy. Based on the theoretical framework, a model was established among the variables in question and the suitability of the model and the direct and indirect relationships among the variables were revealed. A total of 317 pre-service teachers studying at a faculty of education in Central Anatolia participated in the study. The data were collected online through the Teacher Self-Efficacy Belief Scale, Five-Factor Personality Inventory, and Critical Thinking Attitude Scale. According to the research results, the relationship between critical thinking attitude and teacher self-efficacy was not statistically significant. On the other hand, there was a positive and significant relationship between personality type and critical thinking attitude. The total effect of perceived personality type on teaching self-efficacy was statistically significant. The total effect of perceived personality type on teaching self-efficacy was statistically significant. The mediating role of critical thinking attitude in the indirect effect between pre-service teachers' perceived personality type and teacher self-efficacy was statistically significant at 95% confidence interval.

Keywords

• Personality type
• Teacher self-efficacy
• Critical thinking attitude
• Pre-service teacher

Öğretmen Adaylarının Algıladıkları Kişilik Tipi, Öğretmen Öz-Yeterliği ve Eleştirel Düşünme Tutumları Arasındaki İlişki

Abstract

Bu araştırma ile öğretmen adaylarının algıladıkları kişilik tipleri, öğretmen öz-yeterliği ve eleştirel düşünme tutumu arasındaki ilişki ve algılanan kişilik tipi ile öğretmen öz-yeterliği arasındaki ilişkide eleştirel düşünme tutumunun rolü incelenmiştir. Kuramsal çerçeveden hareketle söz konusu değişkenler arasında bir model kurulmuş ve modelin uygunluğu, değişkenler arasındaki doğrudan ve dolaylı ilişkiler ortaya konmuştur. Araştırmaya Orta Anadolu’da bir eğitim fakültesinde öğrenim görmekte olan 317 öğretmen adayı katılmıştır. Araştırma verileri Öğretmen Öz-Yeterlik İnancı Ölçeği, Beş Faktörlü Kişilik Envanteri ve Eleştirel Düşünme Tutum Ölçeği aracılığıyla çevrim içi olarak toplanmıştır. Araştırma sonuçlarına göre eleştirel düşünme tutumu ile öğretmen öz-yeterliği arasındaki ilişki istatistiksel olarak anlamlı değildir. Algılanan kişilik tipi ile eleştirel düşünme tutumu arasında pozitif yönde ve anlamlı bir ilişki vardır. Algılanan kişilik tipinin öğretmenlik öz-yeterliği üzerindeki toplam etkisi istatistiksel olarak anlamlıdır. Algılanan kişilik tipinin öğretmenlik öz-yeterliği üzerindeki toplam etkisi istatistiksel olarak anlamlıdır. Öğretmen adaylarının algıladıkları kişilik tipi ile öğretmen öz-yeterliği arasındaki dolaylı etkide eleştirel düşünme tutumunun aracılık rolü %95 güven aralığında istatistiksel olarak anlamlı bulunmuştur.

Keywords

• Kişilik tipi
• Öğretmen öz-yeterliği
• Eleştirel düşünme tutumu
• Öğretmen adayı

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