BibTex RIS Kaynak Göster

The influence of pre-service teacher identity and personality traits on teacher self-efficacy

Yıl 2016, , 1290 - 1296, 01.10.2016
https://doi.org/10.24289/ijsser.279003

Öz

The present study investigates the predicting effects of pre-service teacher identity and five personality traits (extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience) on teacher self-efficacy among pre-service teachers of English as a foreign language. It was conducted at a state university in Turkey at the spring term of 2015-2016 academic year. A total of 155 students (sophomore N = 77; junior N = 78) participated in the study. In order to measure early teacher identity level of participants, Early Teacher Identity Measure (Friesen & Besley, 2013) was employed. Personality traits were measured by Quick Big Five Inventory (Vermulst & Gerris, 2005) while Teachers’ Sense of Self-efficacy scale (Tschannen-Moran & Woolfolk-Hoy, 2001) was used to find out participants’ self- efficacy in terms of their student engagement, instructional strategies, and classroom management strategies. Pearson correlation coefficients revealed that each variable has positive correlations with each other. Standard multiple regression analysis indicated that early teacher identity was the best predictor for teacher self-efficacy (β = .486, t = 6.856, p < .001) which was followed by openness to experience (β = .288, t = 4.296, p < .001). As the various individual differences were seen to have interrelations in the development of teaching skills, the study concludes that individual differences may help pre-service teachers to acquire one of the most important components of being a teacher: teacher-self-efficacy.

Kaynakça

  • REFERENCES
  • Arpacı, D. & Bardakçı, M. (2015). Adaptation of early teacher identity measure into Turkish. Journal of Social Sciences, 14(3), 687-719.
  • Arpacı, D. & Bardakçı, M. (2016). An Investigation on the Relationship between Prospective Teachers‟ Early Teacher Identity and Their Need for Cognition. Journal of Education and Training Studies, 4(3), 9-19.
  • Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Beauchamp, C. & Thomas, L. (2009). Preparing prospective teachers for a context of change: reconsidering the role of teacher education in the development of identity. Cambridge Journal of Education, 39(2), 175-189.
  • Britzman, D. P. (1991). Practice makes practice: A critical study of learning to teach. Albany, NY: State University of New York Press.
  • Bullough, R.V. (1997). Practicing theory and theorizing practice in teacher education. In J. Loughran, & T. Russell (Eds.), Purpose, passion and pedagog in teacher education (pp. 13-31). London, England: Falmer Press.
  • 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, 137, 74-81.
  • Enochs, L. G. & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90, 695-706.
  • Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Oxford, England: Rowan & Littlefield Publishers.
  • Friesen, M. D. & Besley, S. C. (2013). Teacher identity development in the first year of teacher education: A developmental and social psychological perspective. Teaching and Teacher Education, 36, 23-32.
  • Gibson, S. & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582.
  • Goldberg, L. R. (1992). The development of markers for the big-five factor structure. PsycholAssess, 4, 26-42.
  • Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63-69.
  • Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: selfunderstanding, vulnerable commitment and micro-political literacy. Teacher and Teacher Education, 21, 995-1006.
  • Korthagen, F. A. J. (2004). In search of the essence of a good teacher: towards a more holistic approach in teacher education. Teaching and Teacher Education, 29(1), 77-97.
  • Midgley, C., Feldlaufer, H., & Eccles, J. S. (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.
  • Morsünbül, Ü. (2014). The validity and reliability study of the Turkish version of Quick Big Five Personality Test. The Journal of Psychiatry and Neurological Sciences, 27, 316-322. DOI: 10.5350/DAJPN2014270405
  • Roberts, J. K. & Henson, R. K. (2000). Self-efficacy teaching and knowledge instrument fo r science teachers (SETAK1ST): A proposal for a new efficacy instrument. Paper presented at the Annual Meeting of the Mid-South Educational Research Association, Bowling Green, KY.
  • Schepens, A., Aelterman, A., & Vlerick, P. (2009). Student teachers’ professional identity formation: between being born as a teacher and becoming one. Educational Studies, 34(4), 361-378.
  • Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics (5th edn). Boston: Pearson Education.
  • 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., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.
  • Vermulst, A. A., Gerris & J.R.M. (2005). QBF: Quick Big Five Personality Test Manual. Leeuwarden, The Netherlands: LDC Publications.
  • Watters, J. J. & Ginns, 1. S. (1995). Origins o f 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.
Yıl 2016, , 1290 - 1296, 01.10.2016
https://doi.org/10.24289/ijsser.279003

Öz

Kaynakça

  • REFERENCES
  • Arpacı, D. & Bardakçı, M. (2015). Adaptation of early teacher identity measure into Turkish. Journal of Social Sciences, 14(3), 687-719.
  • Arpacı, D. & Bardakçı, M. (2016). An Investigation on the Relationship between Prospective Teachers‟ Early Teacher Identity and Their Need for Cognition. Journal of Education and Training Studies, 4(3), 9-19.
  • Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Beauchamp, C. & Thomas, L. (2009). Preparing prospective teachers for a context of change: reconsidering the role of teacher education in the development of identity. Cambridge Journal of Education, 39(2), 175-189.
  • Britzman, D. P. (1991). Practice makes practice: A critical study of learning to teach. Albany, NY: State University of New York Press.
  • Bullough, R.V. (1997). Practicing theory and theorizing practice in teacher education. In J. Loughran, & T. Russell (Eds.), Purpose, passion and pedagog in teacher education (pp. 13-31). London, England: Falmer Press.
  • 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, 137, 74-81.
  • Enochs, L. G. & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90, 695-706.
  • Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Oxford, England: Rowan & Littlefield Publishers.
  • Friesen, M. D. & Besley, S. C. (2013). Teacher identity development in the first year of teacher education: A developmental and social psychological perspective. Teaching and Teacher Education, 36, 23-32.
  • Gibson, S. & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582.
  • Goldberg, L. R. (1992). The development of markers for the big-five factor structure. PsycholAssess, 4, 26-42.
  • Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63-69.
  • Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: selfunderstanding, vulnerable commitment and micro-political literacy. Teacher and Teacher Education, 21, 995-1006.
  • Korthagen, F. A. J. (2004). In search of the essence of a good teacher: towards a more holistic approach in teacher education. Teaching and Teacher Education, 29(1), 77-97.
  • Midgley, C., Feldlaufer, H., & Eccles, J. S. (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.
  • Morsünbül, Ü. (2014). The validity and reliability study of the Turkish version of Quick Big Five Personality Test. The Journal of Psychiatry and Neurological Sciences, 27, 316-322. DOI: 10.5350/DAJPN2014270405
  • Roberts, J. K. & Henson, R. K. (2000). Self-efficacy teaching and knowledge instrument fo r science teachers (SETAK1ST): A proposal for a new efficacy instrument. Paper presented at the Annual Meeting of the Mid-South Educational Research Association, Bowling Green, KY.
  • Schepens, A., Aelterman, A., & Vlerick, P. (2009). Student teachers’ professional identity formation: between being born as a teacher and becoming one. Educational Studies, 34(4), 361-378.
  • Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics (5th edn). Boston: Pearson Education.
  • 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., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.
  • Vermulst, A. A., Gerris & J.R.M. (2005). QBF: Quick Big Five Personality Test Manual. Leeuwarden, The Netherlands: LDC Publications.
  • Watters, J. J. & Ginns, 1. S. (1995). Origins o f 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.
Toplam 26 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Dilara Arpacı-somuncu Bu kişi benim

Yayımlanma Tarihi 1 Ekim 2016
Yayımlandığı Sayı Yıl 2016

Kaynak Göster

APA Arpacı-somuncu, D. (2016). The influence of pre-service teacher identity and personality traits on teacher self-efficacy. International Journal of Social Sciences and Education Research, 2(4), 1290-1296. https://doi.org/10.24289/ijsser.279003
AMA Arpacı-somuncu D. The influence of pre-service teacher identity and personality traits on teacher self-efficacy. International Journal of Social Sciences and Education Research. Kasım 2016;2(4):1290-1296. doi:10.24289/ijsser.279003
Chicago Arpacı-somuncu, Dilara. “The Influence of Pre-Service Teacher Identity and Personality Traits on Teacher Self-Efficacy”. International Journal of Social Sciences and Education Research 2, sy. 4 (Kasım 2016): 1290-96. https://doi.org/10.24289/ijsser.279003.
EndNote Arpacı-somuncu D (01 Kasım 2016) The influence of pre-service teacher identity and personality traits on teacher self-efficacy. International Journal of Social Sciences and Education Research 2 4 1290–1296.
IEEE D. Arpacı-somuncu, “The influence of pre-service teacher identity and personality traits on teacher self-efficacy”, International Journal of Social Sciences and Education Research, c. 2, sy. 4, ss. 1290–1296, 2016, doi: 10.24289/ijsser.279003.
ISNAD Arpacı-somuncu, Dilara. “The Influence of Pre-Service Teacher Identity and Personality Traits on Teacher Self-Efficacy”. International Journal of Social Sciences and Education Research 2/4 (Kasım 2016), 1290-1296. https://doi.org/10.24289/ijsser.279003.
JAMA Arpacı-somuncu D. The influence of pre-service teacher identity and personality traits on teacher self-efficacy. International Journal of Social Sciences and Education Research. 2016;2:1290–1296.
MLA Arpacı-somuncu, Dilara. “The Influence of Pre-Service Teacher Identity and Personality Traits on Teacher Self-Efficacy”. International Journal of Social Sciences and Education Research, c. 2, sy. 4, 2016, ss. 1290-6, doi:10.24289/ijsser.279003.
Vancouver Arpacı-somuncu D. The influence of pre-service teacher identity and personality traits on teacher self-efficacy. International Journal of Social Sciences and Education Research. 2016;2(4):1290-6.

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