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INVESTIGATING THE RELATIONSHIP BETWEEN SCIENCE TEACHERS’ SELF- EFFICACY, WORK ENVIRONMENT AND THEIR JOB SATISFACTION BASED ON TIMSS 2011

Yıl 2014, Cilt: 10 Sayı: 4, 1091 - 1101, 18.07.2014

Öz

According to Lent and Brown (2006) job satisfaction model, there are five components which are related to job satisfaction: (1) personality and affective traits, (2) goals and goal-directed activity, (3) self-efficacy, (4) work conditions, and (5) work related goal support. The present study aims to investigate the relationship between science teachers’ job satisfaction and their self-efficacy to teach science, work conditions and their perceptions about goal support environment. TIMSS 2011 data of Turkey were used in the current study. 239 science teachers from Turkey participated in TIMSS in 2011. According to the multiple linear regression analysis results, science teachers’ self-efficacy beliefs and their work conditions have significant contribution to explain their job satisfaction. Moreover, the predictor variables account for 15% of variance in Turkish science teachers’ job satisfaction.

Kaynakça

  • Badri, M. A., Mohaidat, J., Ferrandino, V., & El Mourad, T. (2013). The social cognitive model of job satisfaction among teachers: Testing and validation.International Journal of Educational Research, 57, 12-24.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American psychologist, 37(2), 122.
  • Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' selfefficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of school psychology, 44(6), 473-490.
  • Duffy, R. D., & Lent, R. W. (2009). Test of a social cognitive model of work satisfaction in teachers. Journal of Vocational Behavior, 75(2), 212-223.
  • IDB Analyzer (Version 3) [Computer software and manual]. (2013). Hamburg, Germany: International Association for the Evaluation of Educational Achievement
  • Joncas, M. (2007). TIMSS 2007 sample design. TIMSS, 77-92.
  • Judge, T. A., Heller, D., & Mount, M. K. (2002). Five-factor model of personality and job satisfaction: a meta-analysis. Journal of applied psychology, 87(3), 5
  • Lent, R. W., & Brown, S. D. (2006). On conceptualizing and assessing social cognitive constructs in career research: A measurement guide. Journal of Career Assessment, 14(1), 12-35.
  • Lent, R. W., Nota, L., Soresi, S., Ginevra, M. C., Duffy, R. D., & Brown, S. D. (2011). Predicting the job and life satisfaction of Italian teachers: Test of a social cognitive model. Journal of Vocational Behavior, 79(1), 91-97.
  • Locke, J. (1976). The Correspondence of John Locke.
  • Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into practice, 41(4), 219-225.
  • Ronfeldt, M. (2012). Where should student teachers learn to teach? Effects of field placement school characteristics on teacher retention and effectiveness.Educational Evaluation and Policy Analysis, 34(1), 3-26.
  • Spear, M., Gould, K., & Lee, B. (2000). Who Would be a Teacher?: A Review of Factors Motivating and Demotivating Prospective and Practising Teachers. Slough: NFER.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805.
  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective.

FEN ÖĞRETMENLERİNİN ÖZ-YETERLİLİKLERİ, ÇALIŞMA ORTAMLARI VE MESLEKİ DOYUMLARI ARASINDAKİ İLİŞKİNİN TIMSS 2011 VERİSİNE GÖRE İNCELENMESİ

Yıl 2014, Cilt: 10 Sayı: 4, 1091 - 1101, 18.07.2014

Öz

Lent ve Brown’ un (2006) mesleki doyum modelinde mesleki doyum ile ilişkili 5 önemli eleman vardır: (1) kişilik ve duyuşşal özellikleri, (2) hedefe yönelik aktiviteler, (3) öz-yeterlilik, (4) çalışma koşulları ve (5) mesleki hedefe yönelik destek. Bu çalışma fen öğretmenlerinin öz-yeterlilikleri çalışma koşulları, iş ortamında aldıkları sosyal destek ve mesleki doyum arasındaki ilişkiyi araştırmayı amaçlamaktadır. Çalışmada TIMSS 2011 Türkiye verisi kullanılmıştır. 2011 yılında TIMSS çalışmasına Türkiye’den 239 fen öğretmeni katılmıştır. Çoklu lineer regresyon analizi sonuçlarına göre, fen öğretmenlerinin öz-yeterlilikleri ve çalışma ortamları mesleki doyumlarını açıklamada anlamlı bir etkiye sahiptir. Ayrıca, bağımsız değişkenler öğretmenlerin mesleki doyumları varyansının % 15’ini açıklamaktadır.

Kaynakça

  • Badri, M. A., Mohaidat, J., Ferrandino, V., & El Mourad, T. (2013). The social cognitive model of job satisfaction among teachers: Testing and validation.International Journal of Educational Research, 57, 12-24.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American psychologist, 37(2), 122.
  • Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' selfefficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of school psychology, 44(6), 473-490.
  • Duffy, R. D., & Lent, R. W. (2009). Test of a social cognitive model of work satisfaction in teachers. Journal of Vocational Behavior, 75(2), 212-223.
  • IDB Analyzer (Version 3) [Computer software and manual]. (2013). Hamburg, Germany: International Association for the Evaluation of Educational Achievement
  • Joncas, M. (2007). TIMSS 2007 sample design. TIMSS, 77-92.
  • Judge, T. A., Heller, D., & Mount, M. K. (2002). Five-factor model of personality and job satisfaction: a meta-analysis. Journal of applied psychology, 87(3), 5
  • Lent, R. W., & Brown, S. D. (2006). On conceptualizing and assessing social cognitive constructs in career research: A measurement guide. Journal of Career Assessment, 14(1), 12-35.
  • Lent, R. W., Nota, L., Soresi, S., Ginevra, M. C., Duffy, R. D., & Brown, S. D. (2011). Predicting the job and life satisfaction of Italian teachers: Test of a social cognitive model. Journal of Vocational Behavior, 79(1), 91-97.
  • Locke, J. (1976). The Correspondence of John Locke.
  • Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into practice, 41(4), 219-225.
  • Ronfeldt, M. (2012). Where should student teachers learn to teach? Effects of field placement school characteristics on teacher retention and effectiveness.Educational Evaluation and Policy Analysis, 34(1), 3-26.
  • Spear, M., Gould, K., & Lee, B. (2000). Who Would be a Teacher?: A Review of Factors Motivating and Demotivating Prospective and Practising Teachers. Slough: NFER.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805.
  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective.
Toplam 15 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Nurcan Kahraman

Yayımlanma Tarihi 18 Temmuz 2014
Gönderilme Tarihi 18 Temmuz 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 10 Sayı: 4

Kaynak Göster

APA Kahraman, N. (2014). INVESTIGATING THE RELATIONSHIP BETWEEN SCIENCE TEACHERS’ SELF- EFFICACY, WORK ENVIRONMENT AND THEIR JOB SATISFACTION BASED ON TIMSS 2011. Eğitimde Kuram Ve Uygulama, 10(4), 1091-1101.