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The Principal' Sense of Efficacy Scale: A validity and reliability study

Year 2020, Volume: 2 Issue: 1, 8 - 16, 30.06.2020

Abstract

References

  • Ajzen, I. (2002). Perceived behavioral control, Self‐Efficacy, locus of control, and the theory of planned Behavior1. Journal of applied social psychology, 32(4), 665-683.
  • Allinder, R.M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86-95.
  • Audia, P. G., Locke, E. A., & Smith, K. G. (2000). The paradox of success: An archival and a laboratory study of strategic persistence following radical environmental change. Academy of Management Journal, 43(5), 837-853.
  • Baltacı, A. (2017a) The relatıonshıp between job satisfaction and sense of self-effıcacy of school prıncıpals. Ihlara Eğitim Araştırmaları Dergisi, 2(1), 49-76.
  • Baltacı, A. (2017b). Okul Müdürlerinin Öz-Yeterlik Algıları ve Mesleğe Yönelik Tutumları Arasındaki İlişki. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 3 (2), 35-61.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Pschologist, 28(2), 117–148.
  • Bandura, A (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bandura, A. (2009). Cultivate self-efficacy for personal and organizational effectiveness. In E. A. Locke (Ed.), Handbook of principles of organizational behavior: Indispensable knowledge for evidence based management (pp. 179-200). United Kingdom: John Wiley and Sons.
  • Başaran, İ. E. (2000). Örgütsel davranış: İnsanın üretim gücü. Üçüncü Kez Yeniden Yazım. Ankara: Feryal Matbaası.
  • Burley, W. W., Hall, B. W., Villeme, M.G. & Brockmeier, L. L. (1991) A path analysis of the mediating role of efficacy in first-year teachers’ experiences, reactions, and plans. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
  • Bursalıoğlu, Z. (1981). Eğitim yöneticisinin yeterlikleri. Ankara, Ankara Üniversitesi Eğitim Fakültesi Yayınları.
  • Bümen, N. T., & Özaydın, T. E. (2013). Adaylıktan göreve öğretmen özyeterliği ve öğretmenlik mesleğine yönelik tutumlardaki değişimler. Eğitim ve Bilim, 38(169), 234-256.
  • 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, 473-490.
  • Chacon, C. T. (2005). Teacher’ Perceived Efficacy Among EFL Teachers in Middle Schools in Venezuela. Teaching and Teacher Education, 21(3), 257–272.
  • Champoux, J. E. (2016). Organizational behavior: Integrating individuals, groups, and organizations. New York: Routledge.
  • Cousins, J.B., & Walker, C.A. (2000). Predictors of educators' valuing of systemic inquiry in schools. Canadian Journal of Program Evaluation (Special Issue), 25-53.
  • Czerniak, C. M., & Lumpe, A. T. (1996). Relationship between teacher beliefs and science education reform. Journal of Science Teacher Education 7(2), 247-266.
  • Darmody, M., & Smyth, E. (2016). Primary school principals' job satisfaction and occupational stress. International Journal of Educational Management, 30(1), 115-128.
  • De Forest, P.A. & Hughes, J.N. (1992). Effect of teacher involvement and teacher self-efficacy on ratings of consultant effectiveness and intervention acceptability. Journal of Educational & Psychological Consultation, 3, 301-316.
  • Dembo, M. H. & Gibson, S. (1985). Teachers’ sense of efficacy: An important factor in school improvement. Elementary School Journal, 86, 173-184.
  • Evans, E. D. & Tribble, M. (1986). Perceived teaching problems, self-efficacy and commitment to teaching among preservice teachers. Journal of Educational Research, 80 (2), 81-85.
  • Ghaith, G. & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13, 451-458.
  • Guskey, T. R. (1984). The influence of change in instructional effectiveness upon the affective characteristics of teachers. American Educational Research Journal, 21, 245-259.
  • Gysbers, N. C. (2001). School guidance and counseling in the 21st century: Remember the past into the future. Professional School Counseling, 5(2), 96-106.
  • Hall, B., Burley, W., Villeme, M. & Brockmeier, L. (1992). An attempt to explicate teacher efficacy beliefs among first year teachers. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
  • Hardoon, D. R., Szedmak, S., & Shawe-Taylor, J. (2004). Canonical correlation analysis: An overview with application to learning methods. Neural computation, 16(12), 2639-2664.
  • Henson, R. K. (2001). Relationships between preservice teachers’ self-efficacy, task analysis, and classroom management beliefs. Paper presented at the annual meeting of the Southwest Educational Research Association, New Orleans, LA.
  • Hoy, W. K., & Woolfolk, A. E. (1993). Teachers' sense of efficacy and the organizational health of schools. The Elementary School Journal. 93(4), 355-372.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6(1), 1-55.
  • Kalleberg, A. L. (1977). Work values and job rewards: A theory of job satisfaction. American sociological review, 124-143.
  • Klassen, R. & Chiu, 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.
  • Lazarus, R. S. (1991). Progress on a cognitive-motivational-relational theory of emotion. American psychologist, 46(8), 819.
  • Lunenburg, F. C., & Ornstein, A. C. (2013). Eğitim yönetimi (Çev. Arastaman, G.). Ankara: Nobel Yayınları.
  • Luszczynska, A., Gutierrez-Donâ, B., & Schwarzer, R. (2005). General self-efficacy in various domains of human functioning: Evidence from five countries. International Journal of Psychology, 40(2), 80-89.
  • Midgley, C., Feldlaufer, H. & Eccles, J. (1989). Change in teacher efficacy and student self and task related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology, 81(2), 247-258.
  • Morrison, D. F. (1998). Multivariate analysis, overview. New York: John Wiley & Sons, Ltd.
  • Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. Perception, 11, 239-266.
  • Palmer, D. (2006). Durability of changes in self-efficacy of preservice primary teachers. International Journal of Science Education. 28 (6), 655-671.
  • Poulou, M. (2007). Personal teaching efficacy and its sources: student teachers' perceptions. Educational Psychology, 27(2), 191-218.
  • Rich, T. (2015). A worthy asset: The adjunct faculty and the ınfluences on their job satisfaction. To Improve the Academy, 34(1-2), 156-170.
  • Rots, I., Aelterman, A., Vlerick, P. & Vermeulen, K. (2007). Teacher education, graduates’ teaching commitment and entrance into the teaching profession. Teaching and Teacher Education, 23, 543-556.
  • Say, M. (2005). Fen bilgisi öğretmenlerinin öz-yeterlik inanışları. Yayınlanmamış yüksek lisans tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Schwarzer, R., Hahn, A., & Jerusalem, M. (1993). Negative affect in East German migrants: longitudinal effects of unemployment and social support. Anxiety, Stress and Coping, 6, 57-69.
  • Scott, W. R., & Davis, G. F. (2015). Organizations and organizing: Rational, natural and open systems perspectives. New York: Routledge.
  • Skaalvik, E.M. & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education. 26, 1059-1069.
  • Sunger, M. (2007). An analysis of efficacy beliefs, epistemological beliefs and attitudes towards science in preservice elementary science teachers and secondary science teachers. Yayınlanmamış yüksek lisans tezi. Ortadoğu Teknik Üniversitesi, Ankara.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Multivariate analysis of variance and covariance. Using multivariate statistics, 3, 402-407.
  • Tschannen-Moran, M., & Gareis, C. R. (2004). Principals' sense of efficacy: Assessing a promising construct. Journal of Educational Administration, 42(5), 573-585.
  • Tschannen-Moran, M. & Woolfolk-Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2002). The influence of resources and support on teachers’ efficacy beliefs. In annual meeting of the American Educational Research Association, New Orleans, LA.
  • Tschannen-Moran, M. & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and teacher Education, 23, 944-956.
  • Watters, J. J. & Ginns, I. S. (1995). Origins of and changes in preservice teachers’ science teaching efficacy. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.
  • Woolfolk Hoy, A. & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teacher and Teacher Education, 21, 343-356.
  • Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary educational psychology, 25(1), 82-91.

Yönetici Öz Yeterlik Algısı Ölçeği: Geçerlik ve Güvenirlik Çalışması

Year 2020, Volume: 2 Issue: 1, 8 - 16, 30.06.2020

Abstract

Bu araştırma okul müdürlerinin öz yeterlik algılarını tespit edebilmek için Tschannen-Moran ve Gareis tarafından (2004) hazırlanan ölçeğin Türkçeye uyarlanması amacıyla yapılmıştır. Araştırmanın çalışma grubunu, Ankara, Kayseri, Adana, Mersin, Konya, Aksaray, Niğde, Nevşehir, Kahramanmaraş ve Gaziantep İllerinde çalışmakta olan 1227 okul müdürü oluşturmaktadır. Özgün formu üç boyut ve on sekiz maddeden oluşan ve dili İngilizce olan okul müdürü öz yeterlik algısı ölçeği kısa formu, Türkçeye çevrilmiş ve örneklem verileri üzerinde faktör analizleri ve geçerlik ile güvenirlik çalışması uygulanmıştır. Çalışma sonucunda Türkçeye uyarlanan ölçek, özgün formu ile benzerlik gösteren üç boyuttan (yönetimsel, öğretimsel ve etik/ahlaki öz yeterlik) oluşmaktadır. Türkçe literatürde bu çalışma kapsamında uyarlanan ölçeğe benzer bir çalışmanın henüz yapılmamış olması bu çalışmanın literatürdeki önemli bir boşluğu kapatmasını sağlayacaktır. Ayrıca geliştirilen ölçek ile okul müdürlerinin öz yeterliklerini belirlemeye yönelik çalışmaların artması hedeflenmektedir. Bunun yanında uyarlanan bu ölçeğin kullanılması ile okullarda sürdürülen yönetim çalışmalarına ilişkin önemli veri elde edilebilecektir.

References

  • Ajzen, I. (2002). Perceived behavioral control, Self‐Efficacy, locus of control, and the theory of planned Behavior1. Journal of applied social psychology, 32(4), 665-683.
  • Allinder, R.M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86-95.
  • Audia, P. G., Locke, E. A., & Smith, K. G. (2000). The paradox of success: An archival and a laboratory study of strategic persistence following radical environmental change. Academy of Management Journal, 43(5), 837-853.
  • Baltacı, A. (2017a) The relatıonshıp between job satisfaction and sense of self-effıcacy of school prıncıpals. Ihlara Eğitim Araştırmaları Dergisi, 2(1), 49-76.
  • Baltacı, A. (2017b). Okul Müdürlerinin Öz-Yeterlik Algıları ve Mesleğe Yönelik Tutumları Arasındaki İlişki. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 3 (2), 35-61.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Pschologist, 28(2), 117–148.
  • Bandura, A (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bandura, A. (2009). Cultivate self-efficacy for personal and organizational effectiveness. In E. A. Locke (Ed.), Handbook of principles of organizational behavior: Indispensable knowledge for evidence based management (pp. 179-200). United Kingdom: John Wiley and Sons.
  • Başaran, İ. E. (2000). Örgütsel davranış: İnsanın üretim gücü. Üçüncü Kez Yeniden Yazım. Ankara: Feryal Matbaası.
  • Burley, W. W., Hall, B. W., Villeme, M.G. & Brockmeier, L. L. (1991) A path analysis of the mediating role of efficacy in first-year teachers’ experiences, reactions, and plans. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
  • Bursalıoğlu, Z. (1981). Eğitim yöneticisinin yeterlikleri. Ankara, Ankara Üniversitesi Eğitim Fakültesi Yayınları.
  • Bümen, N. T., & Özaydın, T. E. (2013). Adaylıktan göreve öğretmen özyeterliği ve öğretmenlik mesleğine yönelik tutumlardaki değişimler. Eğitim ve Bilim, 38(169), 234-256.
  • 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, 473-490.
  • Chacon, C. T. (2005). Teacher’ Perceived Efficacy Among EFL Teachers in Middle Schools in Venezuela. Teaching and Teacher Education, 21(3), 257–272.
  • Champoux, J. E. (2016). Organizational behavior: Integrating individuals, groups, and organizations. New York: Routledge.
  • Cousins, J.B., & Walker, C.A. (2000). Predictors of educators' valuing of systemic inquiry in schools. Canadian Journal of Program Evaluation (Special Issue), 25-53.
  • Czerniak, C. M., & Lumpe, A. T. (1996). Relationship between teacher beliefs and science education reform. Journal of Science Teacher Education 7(2), 247-266.
  • Darmody, M., & Smyth, E. (2016). Primary school principals' job satisfaction and occupational stress. International Journal of Educational Management, 30(1), 115-128.
  • De Forest, P.A. & Hughes, J.N. (1992). Effect of teacher involvement and teacher self-efficacy on ratings of consultant effectiveness and intervention acceptability. Journal of Educational & Psychological Consultation, 3, 301-316.
  • Dembo, M. H. & Gibson, S. (1985). Teachers’ sense of efficacy: An important factor in school improvement. Elementary School Journal, 86, 173-184.
  • Evans, E. D. & Tribble, M. (1986). Perceived teaching problems, self-efficacy and commitment to teaching among preservice teachers. Journal of Educational Research, 80 (2), 81-85.
  • Ghaith, G. & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13, 451-458.
  • Guskey, T. R. (1984). The influence of change in instructional effectiveness upon the affective characteristics of teachers. American Educational Research Journal, 21, 245-259.
  • Gysbers, N. C. (2001). School guidance and counseling in the 21st century: Remember the past into the future. Professional School Counseling, 5(2), 96-106.
  • Hall, B., Burley, W., Villeme, M. & Brockmeier, L. (1992). An attempt to explicate teacher efficacy beliefs among first year teachers. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
  • Hardoon, D. R., Szedmak, S., & Shawe-Taylor, J. (2004). Canonical correlation analysis: An overview with application to learning methods. Neural computation, 16(12), 2639-2664.
  • Henson, R. K. (2001). Relationships between preservice teachers’ self-efficacy, task analysis, and classroom management beliefs. Paper presented at the annual meeting of the Southwest Educational Research Association, New Orleans, LA.
  • Hoy, W. K., & Woolfolk, A. E. (1993). Teachers' sense of efficacy and the organizational health of schools. The Elementary School Journal. 93(4), 355-372.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6(1), 1-55.
  • Kalleberg, A. L. (1977). Work values and job rewards: A theory of job satisfaction. American sociological review, 124-143.
  • Klassen, R. & Chiu, 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.
  • Lazarus, R. S. (1991). Progress on a cognitive-motivational-relational theory of emotion. American psychologist, 46(8), 819.
  • Lunenburg, F. C., & Ornstein, A. C. (2013). Eğitim yönetimi (Çev. Arastaman, G.). Ankara: Nobel Yayınları.
  • Luszczynska, A., Gutierrez-Donâ, B., & Schwarzer, R. (2005). General self-efficacy in various domains of human functioning: Evidence from five countries. International Journal of Psychology, 40(2), 80-89.
  • Midgley, C., Feldlaufer, H. & Eccles, J. (1989). Change in teacher efficacy and student self and task related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology, 81(2), 247-258.
  • Morrison, D. F. (1998). Multivariate analysis, overview. New York: John Wiley & Sons, Ltd.
  • Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. Perception, 11, 239-266.
  • Palmer, D. (2006). Durability of changes in self-efficacy of preservice primary teachers. International Journal of Science Education. 28 (6), 655-671.
  • Poulou, M. (2007). Personal teaching efficacy and its sources: student teachers' perceptions. Educational Psychology, 27(2), 191-218.
  • Rich, T. (2015). A worthy asset: The adjunct faculty and the ınfluences on their job satisfaction. To Improve the Academy, 34(1-2), 156-170.
  • Rots, I., Aelterman, A., Vlerick, P. & Vermeulen, K. (2007). Teacher education, graduates’ teaching commitment and entrance into the teaching profession. Teaching and Teacher Education, 23, 543-556.
  • Say, M. (2005). Fen bilgisi öğretmenlerinin öz-yeterlik inanışları. Yayınlanmamış yüksek lisans tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Schwarzer, R., Hahn, A., & Jerusalem, M. (1993). Negative affect in East German migrants: longitudinal effects of unemployment and social support. Anxiety, Stress and Coping, 6, 57-69.
  • Scott, W. R., & Davis, G. F. (2015). Organizations and organizing: Rational, natural and open systems perspectives. New York: Routledge.
  • Skaalvik, E.M. & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education. 26, 1059-1069.
  • Sunger, M. (2007). An analysis of efficacy beliefs, epistemological beliefs and attitudes towards science in preservice elementary science teachers and secondary science teachers. Yayınlanmamış yüksek lisans tezi. Ortadoğu Teknik Üniversitesi, Ankara.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Multivariate analysis of variance and covariance. Using multivariate statistics, 3, 402-407.
  • Tschannen-Moran, M., & Gareis, C. R. (2004). Principals' sense of efficacy: Assessing a promising construct. Journal of Educational Administration, 42(5), 573-585.
  • Tschannen-Moran, M. & Woolfolk-Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2002). The influence of resources and support on teachers’ efficacy beliefs. In annual meeting of the American Educational Research Association, New Orleans, LA.
  • Tschannen-Moran, M. & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and teacher Education, 23, 944-956.
  • Watters, J. J. & Ginns, I. S. (1995). Origins of and changes in preservice teachers’ science teaching efficacy. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.
  • Woolfolk Hoy, A. & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teacher and Teacher Education, 21, 343-356.
  • Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary educational psychology, 25(1), 82-91.
There are 55 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Ali Baltacı 0000-0003-2550-8698

Publication Date June 30, 2020
Published in Issue Year 2020 Volume: 2 Issue: 1

Cite

APA Baltacı, A. (2020). Yönetici Öz Yeterlik Algısı Ölçeği: Geçerlik ve Güvenirlik Çalışması. Uluslararası Karamanoğlu Mehmetbey Eğitim Araştırmaları Dergisi, 2(1), 8-16.