The Mediating Role of Prospective Teachers’ Teaching Self-Efficacy between Self-Efficacy Sources and Attitude towards Teaching Profession

Yıl 2019, Cilt: 5 Sayı: 1, 87 - 96, 15.02.2019

Ali Arslan

https://doi.org/10.12973/ijem.5.1.101

Öz

The purpose of this study was to investigate a predictive power of prospective teachers’ self-efficacy sources on their teaching self-efficacy and attitude towards the teaching profession. Design of the study was the correlational research. The study was conducted on 315 prospective teachers studying pedagogical formation education in a 2017-18 academic year. Instruments were “Prospective Teachers’ Self-Efficacy Sources Scale”, “Teaching Self-Efficacy Scale” and “Attitude Scale of Teaching Profession”. Pearson Product Moment Correlation Coefficient and PATH analysis methods were used to analyze the data. Results indicated that emotional states, mastery experience, and verbal persuasion were significant predictors of prospective teachers’ teaching self-efficacy and attitudes towards teaching profession. 

Anahtar Kelimeler

Self-efficacy, self-efficacy sources, attitude, teaching profession, prospective teachers

Kaynakça

• Anderson, R. N., Greene, M. L., & Loewen, P. S. (1988). Relationships among teachers' and students' thinking skills, sense of efficacy, and student achievement. Alberta Journal of Educational Research, 34(2), 148-165.
• Arslan, A., & Akcaalan, M. (2017). The development of prospective teachers’ self-efficacy belief sources scale. 26th International Congress on Educational Sciences, April 20-23, 2017, Antalya, Turkey.
• Arslan, A., Yildirim, C. & Akcaalan, M. (2018). The effect of prospective teachers’ teacher motivation on attitudes and self-efficacy beliefs. 27th International Congress on Educational Sciences, April 18-22, 2018, Antalya, Turkey.
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84 (2), 191-215.
• Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147.
• Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175-1184.
• Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
• Bandura, A. (1994). Self efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of Human Behavior (Vol. 4, pp. 71-81). Newyork Academic Press.
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
• Bray-Clark, N., & Bates, R. (2003). Self-efficacy beliefs and teacher effectiveness: Implications for professional development. Professional Educator, 26(1), 13-22.
• Bautista, N. U. (2011). Investigating the use of vicarious and mastery experiences in influencing early childhood education majors’ self-efficacy beliefs. Journal of Science Teacher Education, 22 (4), 333–349.
• Bleicher, R. E. (2007). Nurturing confidence in preservice elementary science teachers. Journal of Science Teacher Education, 18 (6), 841–860.
• Burton, J. P., Bamberry, N. J., & Harris-Boundy, J. (2005). Developing personal teaching efficacy in new teachers in university settings. Academy of Management Learning & Education, 4(2), 160–173.
• Cantrell, P., Young, S., & Moore, A. (2003). Factors affecting science teaching efficacy of preservice elementary teachers. Journal of Science Teacher Education, 14 (3), 177–192.
• Cannon, J. R., & Scharmann, L. C. (1996). Influence of cooperative early field experience on preservice elementary teachers' science self- efficacy. Science Education, 80(4), 419-436.
• Capa Aydin, T., & Woolfolk Hoy, A. (2005). What predicts teacher self-efficacy? Academic Exchange Quarterly, 9(4), 123–128.
• Chacon, C. (2005). Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education, 21 (3), 257–272.
• Cheung, H. Y. (2008). Teacher efficacy: A comparative study of Hong Kong and Shanghai primary in-service teachers. Australian Educational Researcher, 35(1), 103-123.
• Cone, N. (2009). Community-based service-learning as a source of personal self-efficacy: preparing preservice elementary teachers to teach science for diversity. School Science and Mathematics, 109(1), 20–30.
• Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Boston: Pearson Education.
• Czerniak, C., & Chiarelott, L. (1990). Teacher education for effective science instruction—A social cognitive perspective. Journal of Teacher Education, 41(1), 49-58.
• Capa, Y., Cakiroglu, J., & Sarikaya, H. (2005). Development and validation of a Turkish version of the teachers sense of efficacy scale. Education and Science, 30(137), 74-81.
• Gabriele, A. J., & Joram, E. (2007). Teachers’ reflection on their own reform-based teaching in mathematics: Implications for the development of teacher self-efficacy. Action in Teacher Education, 29(3), 60–74.
• Garvis, S. & Pendergast, D. (2011). An investigation of early childhood teacher self-efficacy beliefs in the teaching of arts education. International Journal of Education & the Arts, 12(9), 1–15.
• Gibson, S. & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582.
• Gunning, A. M. & Mensah, F. M. (2011). Preservice elementary teachers’ development of self-efficacy and confidence to teach science: a case study. Journal of Science Teacher Education, 22(2), 171–185.
• Guo, Y., Justice, L. M., Sawyer, B., & Tompkins, V. (2011). Exploring factors related to preschool teachers’self-efficacy. Teaching and Teacher Education, 27(5), 961–968.
• Housego, B. (1990). A comparative study of student teachers' feelings of preparedness to teach. Alberta Journal of Educational Research, 36(3), 417-240.
• Jamil, F., Downer, J., & Pianta, R. (2012). Associations of pre-service teachers’ performance, personality, and beliefs with teacher self-efficacy at program completion. Teacher Education Quarterly, 39(4), 119–138.
• 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.
• Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76.
• Knoblauch, D., & Woolfolk Hoy, A. (2007). “Maybe I can teach those kids.” The influence of contextual factors on student teachers’ efficacy beliefs. Teaching and Teacher Education, 24(1), 166–179.
• Labone, E. (2004). Teacher efficacy: maturing the construct through research in alternative paradigms. Teaching and Teacher Education, 20(4), 341–359.
• Liaw, E. C. (2009). Teacher efficacy of pre-service teachers in Taiwan: the influence of classroom teaching and group discussion. Teaching and Teacher Education, 25, 176–180.
• Lumpe, A. T., Czerniak, C. M., Haney, J. J., & Beltyukova, S. (2012). Beliefs about teaching science: the relationship between elementary teachers’ participation in professional development and student achievement. International Journal of Science Education, 34(2), 153–166.
• Mansfield, C., & Woods-McConney, A. (2012). “I didn’t always perceive myself as a science person”: Examining development of efficacy for primary science teaching. Australian Journal of Teacher Education, 37(10), 37–52.
• McDonnough, J. T., &Matkins, J. J. (2010). The role of field experience in elementary preservice teachers’ self-efficacy and ability to connect research to practice. School Science and Mathematics, 110(1), 13–23.
• Milner, H. R. (2002). A case study of an experienced English teacher’s self-efficacy and persistence through “crisis” situations: theoretical and practical considerations. High School Journal, 86(1), 28–35.
• Milner, H. R., & Woolfolk Hoy, A. (2003). A case study of an African American teacher’s self-efficacy, stereotype threat, and persistence. Teaching and Teacher Education, 19(2), 263–276.
• Mohamadi, F. S., & Asadzadeh, H. (2012). Testing the mediating role of teachers’ self-efficacy beliefs in the relationship between sources of efficacy information and students’ achievement. Asia Pacific Educational Review, 13(3), 427–433.
• Mottet, T. P., Beebe, S. A., Raffeld, P. C., & Medlock, A. L. (2004). The effects of student verbal and nonverbal responsiveness on teacher self-efficacy and job satisfaction. Communication Education, 53(2), 150–163.
• Morris, D. B. (2010). Sources of teaching self-efficacy: A scale validation. Unpublished Doctoral Dissertation, Emory University.
• 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.
• Mulholland, J., & Wallace, J. (2001). Teacher induction and elementary science teaching: Enhancing self-efficacy. Teaching and Teacher Education, 17(2), 243-261.
• Oh, S. (2011). Preservice teachers’ sense of efficacy and its sources. Psychology, 2(3), 235–240.
• O’Neil, S., & Stephenson, J. (2012). Exploring Australian pre-service teachers sense of efficacy, its sources, and some possible influences. Teaching and Teacher Education, 28(4), 535–545.
• Palmer, D. H. (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36(4), 337–353.
• Phan, N. T. T., & Locke, T. (2015). Sources of self-efficacy of Vietnamese EFL teachers: a qualitative study. Teaching and Teacher Education, 52, 73–82.
• Poulou, M. (2007). Personal teaching efficacy and its sources: student teachers’ perceptions. Educational Psychology, 27(2), 191-218.
• Raudenbush, S.W., Rowan, B., & Cheong, Y. F. (1992). Contextual effects on the self-perceived efficacy of high school teachers. Sociology of Education, 65(2), 150–167.
• Rosenthaltz, S. (1989). Teacher’s workplace: The social organization of schools. New York: Longman.
• Ross, J. A., & Bruce, C. (2007). Professional development effects on teacher efficacy: results of randomized field trial. The Journal of Educational Research, 101(1), 50–60.
• Ruble, L. A., Usher, E. L., & McGrew, J. H. (2011). Preliminary investigation of the sources of self-efficacy among teachers of students with autism. Focus on Autism and Other Developmental Disabilities, 26(2), 67–74.
• Siwatu, K. O. (2011). Preservice teachers’ culturally responsive teaching self-efficacy-forming experiences: a mixed methods study. The Journal of Educational Research, 104(5), 360–369.
• Tschannen-Moran,M., & Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: potential sources at play. Teaching and Teacher Education, 27(4), 751–761.
• Tschannen-Moran, M., & McMaster, P. (2009). Sources of self-efficacy: four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy. The Elementary School Journal, 110(2), 228–245.
• Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805.
• Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956.
• Ustuner, M. (2006). Reliability and validity study of an attitude scale teaching profession. Educational Administration: Theory and Practice, 45, 109-127.
• Wang, Y., Tsai, C., & Wei, S. (2015). The sources of science teaching self-efficacy among elementary school teachers: a mediational model approach. International Journal of Science Education, 37(14), 2264–2283.
• Webb, R., & Ashton, P. T. (1987). Teachers’ motivation and the conditions of teaching: A call for ecological reform. In S. Walker, & L. Barton (Eds.), Changing policies, changing teachers: New directions for schooling (pp. 22–40). Milton Keyes, Philadelphia, PA: Open University Press.
• Wolters, C. A., & Daugherty, S. G. (2007). Goal structures and teachers’ sense of efficacy: their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99(1), 181–193.
• Woolfolk Hoy, A., & Burke-Spero, R. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343–356.
• Zimmerman, B. J. (1998). Attaining self-regulation: A social cognitive perspective. Boekaerts, M. Pintrich, P. R., Zeidner, M. (Eds). Handbook of Self-regulation. San Diego, CA: Academic Press.