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Sınıf öğretmenleri için zorluklar ve temel beceriler: Öz-yeterlik inanç ölçeğinin geliştirilmesi

Year 2021, Volume 10, Issue 4, 274 - 296, 31.10.2021
https://doi.org/10.19128/turje.896092

Abstract

Bu çalışmanın amacı sınıf öğretmenliği mesleğinin güç yönlerini ve bir sınıf öğretmeninde bulunması gereken temel becerileri, sınıf öğretmenlerinin görüşleri doğrultusunda açığa çıkarmaktır. Bununla birlikte elde edilen verilerden hareketle sınıf öğretmenleri ve öğretmen adayları için öz-yeterlik inanç ölçeğinin geliştirilmesi amaçlanmaktadır. Çalışmada nitel yöntemler ve nicel yöntemler birlikte kullanılmıştır. Çalışma iki aşamada gerçekleştirilmiştir. İlk aşama az beş yıllık mesleki deneyime sahip 80 sınıf öğretmeni ile birlikte yürütülmüştür. Çalışmanın ikinci aşamasına ise toplam 763 sınıf öğretmeni ve sınıf öğretmeni adayı katılmıştır. Elde edilen verilerle sınıf öğretmeni ve öğretmen adayları için öz-yeterlik inanç ölçeği geliştirilmiştir. Nitel verilerin analizinde betimsel ve içerik analizinden yararlanılmıştır. Sınıf öğretmenleri için zorluklar ve temel becerilerle ilişkili olarak köy okulunda öğretmen olmak, yönetim-meslektaş ve veli kaynaklı problemler, öğrenci öz-bakımı, pedagojik beceriler ile kişisel ve mesleki gelişim kategorilerine ulaşılmıştır. Çalışmanın ikinci aşamasında ise ölçek geliştirme adımları izlenmiştir. Üç alt boyuttan ve 19 maddeden oluşan öz-yeterlik ölçeğinin kullanışlı olduğu ve geçerli ve güvenilir ölçümler sunacağı düşünülmektedir.

References

  • Akçöltekin, A. (2019). The development of the teachers' self-efficacy scale regarding scientific researches. Kastamonu Education Journal, 27(6), 2713-2727. https://doi.org/10.24106/kefdergi.3707
  • Akkoyunlu, B., Orhan, F., & Umay, A. (2005). A study on developing teacher self effıcacy scale for computer teachers. Hacettepe University Journal of Education, 29, 1-8.
  • Aypay, A. (2010). The adaptation study of general self-efficacy (GSE) scale to Turkish. Inonu University Journal of the Faculty of Education, 11(2), 113-131.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
  • Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Adolescence and education, Vol. 5: Self-efficacy and adolescence (pp. 307-337). Information Age Publishing.
  • Berg, D. A., & Smith, L. F. (2016). Preservice teacher self-efficacy beliefs: An opportunity to generate “good research” in the Asia-Pacific region. In Asia-Pacific Perspectives on Teacher Self-efficacy (pp. 1-17). Brill Sense.
  • Betoret, F. D. (2006). Stressors, self-efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational Psychology, 26(4), 519-539. https://doi.org/10.1080/01443410500342492
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı [The guidebook of data analysis for social sciences]. Pegem.
  • Cantürk-Günhan, B., & Başer, N. (2007). The development of self-efficacy scale toward geometry. Hacettepe University Journal of Education, 33, 68-76.
  • Çapa, Y., Çakıroğlu, J., & Sarıkaya, H. (2005). The development and validation of a Turkish version of the teachers' sense of efficacy scale. Education and Science, 30(137), 74-81.
  • Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490. https://doi.org/10.1016/j.jsp.2006.09.001
  • Chan, D. W. (2008). Dimensions of teacher self-efficacy among Chinese secondary school teachers in Hong Kong. Educational Psychology, 28(2), 181-194. https://doi.org/10.1080/01443410701491833
  • Chen, G., Gully, S. M., & Eden, D. (2001). Validation of a new general self-efficacy scale. Organizational Research Methods, 4(1), 62-83. https://doi.org/10.1177/109442810141004
  • Chesney, M. A., Neilands, T. B., Chambers, D. B., Taylor, J. M., & Folkman, S. (2006). A validity and reliability study of the coping self-efficacy scale. British Journal of Health Psychology, 11(3), 421-437. https://doi.org/10.1348/135910705X53155
  • Creswell, J. W. (2014). A concise introduction to mixed methods research. Sage.
  • Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self. Teaching and Teacher Education, 24(3), 751-766. https://doi.org/10.1016/j.tate.2007.02.010
  • Dey, I. (1993). Qualitative data analysis: A user friendly guide for social scientist. Routledge.
  • Durmuş, B., Yurtkoru, E. S., & Çinko, M. (2013). Sosyal bilimlerde SPSS'le veri analizi [Data analysis with SPSS in social sciences] (5th ed.). Beta.
  • Erdem, E., & Demirel, Ö. (2007). Teacher self efficacy beliefs. Social Behavior and Personality: An International Journal, 35(5), 573-586. https://doi.org/10.2224/sbp.2007.35.5.573
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Sage.
  • Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.2307/3151312
  • 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
  • Henry, P., & Moscovici, S. (1968). Problèmes de l'analyse de contenu [Content analysis issues]. Langages [Languages], 11, 36-60. https://doi.org/10.3406/lgge.1968.2900
  • Henson, R. K., & Roberts, J. K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological Measurement, 66, 393-416. https://doi.org/10.1177/0013164405282485
  • Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), 774-786. https://doi.org/10.1037/a0032198
  • Huang, S., Yin, H., & Lv, L. (2019). Job characteristics and teacher well-being: the mediation of teacher self-monitoring and teacher self-efficacy. Educational Psychology, 39(3), 313-331. https://doi.org/10.1080/01443410.2018.1543855
  • Jöreskog, K., & Sörbom, D. (2007). LISREL 8 user's guide. Scientific Software.
  • Kalaycı, Ş. (2009). SPSS uygulamalı çok değişkenli istatistik teknikleri [SPSS applied multivariate statistical techniques] (4th ed.). Asil.
  • Kim, Y. H. (2011). Prospective early childhood educators’ meta-cognitive knowledge and teacher self-efficacy: Exploring domain-specific associations. Educational Psychology, 31(6), 707-721. https://doi.org/10.1080/01443410.2011.599924
  • Klassen, R. (2002). Writing in early adolescence: A review of the role of self-efficacy beliefs. Educational psychology review, 14(2), 173-203.
  • Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741-756. https://doi.org/10.1037/a0019237
  • Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76. https://doi.org/10.1016/j.edurev. 2014.06.001
  • Kline, P. (1994). An easy guide to factor analysis. Routledge.
  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). Guilford.
  • Livinƫi, R., Gunnesch-Luca, G., & Iliescu, D. (2021). Research self-efficacy: A meta-analysis. Educational Psychologist, 1-28. https://doi.org/10.1080/00461520.2021.1886103
  • Maddux, J. E., Sherer, M., & Rogers, R.W. (1982). Self-efficacy expectancy and outcome expectancy: Their relationship and their effects on behavioral intentions. Cognitive Therapy and Research, 6(2), 207-211. https://doi.org/10.1007/BF01183893
  • Malinen, O. P., Savolainen, H., Engelbrecht, P., Xu, J., Nel, M., Nel, N., & Tlale, D. (2013). Exploring teacher self-efficacy for inclusive practices in three diverse countries. Teaching and Teacher Education, 33, 34-44. https://doi.org/10.1016/j.tate.2013.02.004
  • Martin, J. J., Mccaughtry, N., Hodges-Kulinna, P., & Cothran, D. (2008). The influences of professional development on teachers' self-efficacy toward educational change. Physical Education and Sport Pedagogy, 13(2), 171-190. https://doi.org/10.1080/17408980701345683
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage.
  • Morris, D. B., Usher, E. L., & Chen, J. A. (2017). Reconceptualizing the sources of teaching self-efficacy: A critical review of emerging literature. Educational Psychology Review, 29(4), 795-833. https://doi.org/10.1007/s10648-016-9378-y
  • Öncü, H. (2012). Adaptation of academic self-efficacy scale into Turkish. Journal of Kırşehir Education Faculty, 13(1), 183-206.
  • Özgen, K., & Bayram, B. (2019). Developing problem posing self-efficacy scale. Elementary Education Online, 18(2), 663-680. https://doi.org/10.17051/ilkonline.2019.562029
  • Özgen, K., & Bindak, R. (2008). The development of self-efficacy scale for mathematics literacy. Kastamonu Education Journal, 16(2), 517-528.
  • Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading &Writing Quarterly, 19(2), 139-158. https://doi.org/10.1080/10573560308222
  • Pallant, J. (2001). SPSS survival manual. Open University Press.
  • Pendergast, D., Garvis, S., & Keogh, J. (2011). Pre-service student-teacher self-efficacy beliefs: An insight into the making of teachers. Australian Journal of Teacher Education, 36(12), 46-57. http://dx.doi.org/10.14221/ajte.2011v36n12.6
  • Ross, J. A., Cousins, J. B., & Gadalla, T. (1996). Within-teacher predictors of teacher efficacy. Teaching and Teacher Education, 12(4), 385-400. https://doi.org/10.1016/0742-051X(95)00046-M
  • Schumacker, R. E., & Lomax, R. G. (2004). A beginner's guide to structural equation modeling. Psychology Press.
  • Schunk, D. H. (1985). Participation in goal setting: Effects on self-efficacy and skills of learning-disabled children. The Journal of Special Education, 19(3), 307-317. https://doi.org/10.1177/002246698501900307
  • Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625. https://doi.org/10.1037/0022-0663.99.3.611
  • Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069. https://doi.org/10.1016/j.tate.2009.11.001
  • Tavşancıl, E. (2014). Measuring attitudes and data analysis with SPSS (5th ed.). Nobel.
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
  • Tuchman, E., & Isaacs, J. (2011). The influence of formal and informal formative pre‐service experiences on teacher self-efficacy. Educational Psychology, 31(4), 413-433. https://doi.org/10.1080/01443410.2011.560656
  • Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751-796. https://doi.org/10.3102/0034654308321456
  • Veneziano, L., & Hooper, J. (1997). A method for quantifying content validity of health-related questionnaires. American Journal of Health Behavior, 21(1), 67-70.
  • Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in the social sciences (9th ed.). Seçkin.
  • Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015. https://doi.org/10.3102/0034654315626801

Challenges and fundamental skills for primary school teachers: Developing self-efficacy beliefs scale

Year 2021, Volume 10, Issue 4, 274 - 296, 31.10.2021
https://doi.org/10.19128/turje.896092

Abstract

The study aims to shed light on the strengths of the primary school teaching profession and the fundamental skills that a primary school teacher (PST) should have while also taking into account the views of the PSTs. However, based on the data collected, the objective is to develop a self-efficacy belief scale (SEBS) for PSTs and teacher candidates. The first stage was carried out with 80 PSTs with at least five years of professional experience. 763 PSTs and PST candidates participated in second stage of the study. A SEBS was developed for PSTs and teacher candidates in light of the obtained data. Descriptive analysis and content analysis were used for qualitative data. The categories of being a teacher in village school, administration-colleague and parent-related problems, student self-care, pedagogical qualifications, and personal and professional development were attained concerning the challenges and fundamental skills for PSTs. Scale development steps were followed second stage of the study. The SEBS containing three sub-dimensions and 19 items is assumed to be helpful and valid and reliable metrics.

References

  • Akçöltekin, A. (2019). The development of the teachers' self-efficacy scale regarding scientific researches. Kastamonu Education Journal, 27(6), 2713-2727. https://doi.org/10.24106/kefdergi.3707
  • Akkoyunlu, B., Orhan, F., & Umay, A. (2005). A study on developing teacher self effıcacy scale for computer teachers. Hacettepe University Journal of Education, 29, 1-8.
  • Aypay, A. (2010). The adaptation study of general self-efficacy (GSE) scale to Turkish. Inonu University Journal of the Faculty of Education, 11(2), 113-131.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
  • Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Adolescence and education, Vol. 5: Self-efficacy and adolescence (pp. 307-337). Information Age Publishing.
  • Berg, D. A., & Smith, L. F. (2016). Preservice teacher self-efficacy beliefs: An opportunity to generate “good research” in the Asia-Pacific region. In Asia-Pacific Perspectives on Teacher Self-efficacy (pp. 1-17). Brill Sense.
  • Betoret, F. D. (2006). Stressors, self-efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational Psychology, 26(4), 519-539. https://doi.org/10.1080/01443410500342492
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı [The guidebook of data analysis for social sciences]. Pegem.
  • Cantürk-Günhan, B., & Başer, N. (2007). The development of self-efficacy scale toward geometry. Hacettepe University Journal of Education, 33, 68-76.
  • Çapa, Y., Çakıroğlu, J., & Sarıkaya, H. (2005). The development and validation of a Turkish version of the teachers' sense of efficacy scale. Education and Science, 30(137), 74-81.
  • Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490. https://doi.org/10.1016/j.jsp.2006.09.001
  • Chan, D. W. (2008). Dimensions of teacher self-efficacy among Chinese secondary school teachers in Hong Kong. Educational Psychology, 28(2), 181-194. https://doi.org/10.1080/01443410701491833
  • Chen, G., Gully, S. M., & Eden, D. (2001). Validation of a new general self-efficacy scale. Organizational Research Methods, 4(1), 62-83. https://doi.org/10.1177/109442810141004
  • Chesney, M. A., Neilands, T. B., Chambers, D. B., Taylor, J. M., & Folkman, S. (2006). A validity and reliability study of the coping self-efficacy scale. British Journal of Health Psychology, 11(3), 421-437. https://doi.org/10.1348/135910705X53155
  • Creswell, J. W. (2014). A concise introduction to mixed methods research. Sage.
  • Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self. Teaching and Teacher Education, 24(3), 751-766. https://doi.org/10.1016/j.tate.2007.02.010
  • Dey, I. (1993). Qualitative data analysis: A user friendly guide for social scientist. Routledge.
  • Durmuş, B., Yurtkoru, E. S., & Çinko, M. (2013). Sosyal bilimlerde SPSS'le veri analizi [Data analysis with SPSS in social sciences] (5th ed.). Beta.
  • Erdem, E., & Demirel, Ö. (2007). Teacher self efficacy beliefs. Social Behavior and Personality: An International Journal, 35(5), 573-586. https://doi.org/10.2224/sbp.2007.35.5.573
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Sage.
  • Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.2307/3151312
  • 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
  • Henry, P., & Moscovici, S. (1968). Problèmes de l'analyse de contenu [Content analysis issues]. Langages [Languages], 11, 36-60. https://doi.org/10.3406/lgge.1968.2900
  • Henson, R. K., & Roberts, J. K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological Measurement, 66, 393-416. https://doi.org/10.1177/0013164405282485
  • Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), 774-786. https://doi.org/10.1037/a0032198
  • Huang, S., Yin, H., & Lv, L. (2019). Job characteristics and teacher well-being: the mediation of teacher self-monitoring and teacher self-efficacy. Educational Psychology, 39(3), 313-331. https://doi.org/10.1080/01443410.2018.1543855
  • Jöreskog, K., & Sörbom, D. (2007). LISREL 8 user's guide. Scientific Software.
  • Kalaycı, Ş. (2009). SPSS uygulamalı çok değişkenli istatistik teknikleri [SPSS applied multivariate statistical techniques] (4th ed.). Asil.
  • Kim, Y. H. (2011). Prospective early childhood educators’ meta-cognitive knowledge and teacher self-efficacy: Exploring domain-specific associations. Educational Psychology, 31(6), 707-721. https://doi.org/10.1080/01443410.2011.599924
  • Klassen, R. (2002). Writing in early adolescence: A review of the role of self-efficacy beliefs. Educational psychology review, 14(2), 173-203.
  • Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741-756. https://doi.org/10.1037/a0019237
  • Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76. https://doi.org/10.1016/j.edurev. 2014.06.001
  • Kline, P. (1994). An easy guide to factor analysis. Routledge.
  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). Guilford.
  • Livinƫi, R., Gunnesch-Luca, G., & Iliescu, D. (2021). Research self-efficacy: A meta-analysis. Educational Psychologist, 1-28. https://doi.org/10.1080/00461520.2021.1886103
  • Maddux, J. E., Sherer, M., & Rogers, R.W. (1982). Self-efficacy expectancy and outcome expectancy: Their relationship and their effects on behavioral intentions. Cognitive Therapy and Research, 6(2), 207-211. https://doi.org/10.1007/BF01183893
  • Malinen, O. P., Savolainen, H., Engelbrecht, P., Xu, J., Nel, M., Nel, N., & Tlale, D. (2013). Exploring teacher self-efficacy for inclusive practices in three diverse countries. Teaching and Teacher Education, 33, 34-44. https://doi.org/10.1016/j.tate.2013.02.004
  • Martin, J. J., Mccaughtry, N., Hodges-Kulinna, P., & Cothran, D. (2008). The influences of professional development on teachers' self-efficacy toward educational change. Physical Education and Sport Pedagogy, 13(2), 171-190. https://doi.org/10.1080/17408980701345683
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage.
  • Morris, D. B., Usher, E. L., & Chen, J. A. (2017). Reconceptualizing the sources of teaching self-efficacy: A critical review of emerging literature. Educational Psychology Review, 29(4), 795-833. https://doi.org/10.1007/s10648-016-9378-y
  • Öncü, H. (2012). Adaptation of academic self-efficacy scale into Turkish. Journal of Kırşehir Education Faculty, 13(1), 183-206.
  • Özgen, K., & Bayram, B. (2019). Developing problem posing self-efficacy scale. Elementary Education Online, 18(2), 663-680. https://doi.org/10.17051/ilkonline.2019.562029
  • Özgen, K., & Bindak, R. (2008). The development of self-efficacy scale for mathematics literacy. Kastamonu Education Journal, 16(2), 517-528.
  • Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading &Writing Quarterly, 19(2), 139-158. https://doi.org/10.1080/10573560308222
  • Pallant, J. (2001). SPSS survival manual. Open University Press.
  • Pendergast, D., Garvis, S., & Keogh, J. (2011). Pre-service student-teacher self-efficacy beliefs: An insight into the making of teachers. Australian Journal of Teacher Education, 36(12), 46-57. http://dx.doi.org/10.14221/ajte.2011v36n12.6
  • Ross, J. A., Cousins, J. B., & Gadalla, T. (1996). Within-teacher predictors of teacher efficacy. Teaching and Teacher Education, 12(4), 385-400. https://doi.org/10.1016/0742-051X(95)00046-M
  • Schumacker, R. E., & Lomax, R. G. (2004). A beginner's guide to structural equation modeling. Psychology Press.
  • Schunk, D. H. (1985). Participation in goal setting: Effects on self-efficacy and skills of learning-disabled children. The Journal of Special Education, 19(3), 307-317. https://doi.org/10.1177/002246698501900307
  • Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625. https://doi.org/10.1037/0022-0663.99.3.611
  • Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069. https://doi.org/10.1016/j.tate.2009.11.001
  • Tavşancıl, E. (2014). Measuring attitudes and data analysis with SPSS (5th ed.). Nobel.
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
  • Tuchman, E., & Isaacs, J. (2011). The influence of formal and informal formative pre‐service experiences on teacher self-efficacy. Educational Psychology, 31(4), 413-433. https://doi.org/10.1080/01443410.2011.560656
  • Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751-796. https://doi.org/10.3102/0034654308321456
  • Veneziano, L., & Hooper, J. (1997). A method for quantifying content validity of health-related questionnaires. American Journal of Health Behavior, 21(1), 67-70.
  • Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in the social sciences (9th ed.). Seçkin.
  • Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015. https://doi.org/10.3102/0034654315626801

Details

Primary Language English
Subjects Education and Educational Research
Journal Section Research Articles
Authors

İsmail SARİKAYA
BAYBURT ÜNİVERSİTESİ, BAYBURT EĞİTİM FAKÜLTESİ
0000-0002-4870-8345
Türkiye


Yavuz SÖKMEN (Primary Author)
ATATÜRK ÜNİVERSİTESİ
0000-0001-7723-0144
Türkiye

Publication Date October 31, 2021
Published in Issue Year 2021, Volume 10, Issue 4

Cite

APA Sarikaya, İ. & Sökmen, Y. (2021). Challenges and fundamental skills for primary school teachers: Developing self-efficacy beliefs scale . Turkish Journal of Education , 10 (4) , 274-296 . DOI: 10.19128/turje.896092

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