Özyeterlik Kaynakları Ölçeği’nin Türkçe’ye Uyarlanması

Öz

Bu çalışmanın amacı, Kieffer ve Henson (2000) tarafından öğretmenler için geliştirilen Özyeterlik Kaynakları Ölçeği’ni Türkçe’ye uyarlamaktır. Ölçek, Bandura’nın (1997) öne sürdüğü doğrudan yaşantılar, dolaylı yaşantılar, sözel ikna ve fizyolojik ve duygusal durum olmak üzere dört kaynağa dayanmaktadır. 256 öğretmen adayının katıldığı pilot çalışmada, doğrulayıcı faktör analizi sonuçlarına göre gerekli düzeltmeler yapılmıştır. Asıl çalışmaya ise ilk ve ortaöğretimde görev yapmakta olan 302 öğretmen katılmıştır. Doğrulayıcı faktör analizi sonucunda, 27 maddeden oluşan ölçeğin önerildiği gibi dört boyuttan oluştuğu bulunmuştur. Cronbach alfa katsayıları 0,75 ile 0,78 arasında değişmektedir. Sonuçlar, ölçeğin öğretmenlerin özyeterlik kaynaklarının belirlenmesinde kullanılabileceğini ve geçerli ve güvenilir sonuçlar vereceğini göstermiştir

Anahtar Kelimeler

• Özyeterlik, ölçek uyarlama, doğrulayıcı faktör analiz, öğretmen inançları.

Adaptation of Sources of Self-Efficacy Inventory into Turkish

Öz

The purpose of the present study was to adapt the Sources of Self-Efficacy Inventory (SOSI) into Turkish. The scale was developed by Kieffer and Henson (2000) for teachers considering four sources of selfefficacy proposed by Bandura (1997) which are mastery experience, vicarious experience, social persuasion, and physiological and emotional states. In the pilot study, the scale was administered to 256 pre-service teachers and then revised based on the results of confirmatory factor analysis. In the main study, data were collected from 302 teachers who work in elementary and high schools. The results of confirmatory factor analysis verified that the scale with 27 items consists of four subscales as proposed. Cronbach alpha reliability coefficients of the scale ranged between .75 and .78. Findings suggest that scores obtained from the adapted scale are valid and reliable in examining the sources of teacher self-efficacy.

Anahtar Kelimeler

• Self-efficacy, test adaptation, confirmatory factors analysis, teacher beliefs.

Kaynakça

1. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
2. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
3. Bandura, A. (1997). Self-efficacy: The exercises of control. New York: W. H. Freeman and company. Browne, M. W. & Cudeck, R. (1993). Alternative ways of assessing model fit. In: Bollen, K. A. & Long, J. S. (Eds.) Testing Structural Equation Models (Syf. 136-162). Beverly Hills, CA: Sage.
4. 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.
5. Czerniak, C. M., & Lumpe, A. T. (1996). Relationship between teacher beliefs and science education reform. Journal of Science Teacher Education 7: 247-266.
6. Demirtaş, H., Cömert, M. ve Özer, N. (2011). Öğretmen Adaylarının özyeterlik İnançları ve öğretmenlik mesleğine ilişkin tutumları. Eğitim ve Bilim. 36(159), 96-111.
7. Eccles, J. S., Wigfield, A., Midgley, C., Reuman, D., MacIver, D., Feldlaufer, H. (1993). Negative effects of traditional middle schools on students' motivation. The Elementary School Journal, 93(5), 553-574
8. Ghaith, G., & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13, 451-4

9. Gibson, S. & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582.
10. Guskey, T. R. (1987, April). Teacher efficacy, self-concept, and attitudes toward the implementation of mastery learning. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.
11. Gür, G., Çakıroğlu, J. ve Çapa Aydın, Y. (2012). Investigating predictors of sense of efficacy beliefs of classroom, science, and mathematics teachers. Eğitim ve Bilim, 37(166), 66-74.
12. 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.
13. Henson, R. K. (2002). From adolescent angst to adulthood: Substantive implications and measurement dilemmas in the development of teacher efficacy research. Educational Psychologist, 37, 1371
14. Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indices in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
15. Kieffer, K. M. & Henson, R. K. (2000, Nisan). Development and validation of the sources of selfefficacy inventory (SOSI): Exploring a new measure of teacher efficacy. Paper presented at the annual meeting of the National Council on Measurement in Education, New Orleans, LA.
16. 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.
17. Moore, W. P. & Esselman, M. E. (1992, April). Teacher efficacy, empowerment, and a focused instructional climate: does student achievement benefit? Paper presented at the annual conference of the American Educational Research Association, San Francisco.
18. Nelson, S. L. (2007. Teacher efficacy and student motivation: A link to achievement in elementary mathematics. (Unpublished doctoral dissertation). University of South Dakota, USA.
19. Pajares, M. F. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
20. Ross, J.A. (1992). Teacher efficacy and the effects of coaching on student achievement. Canadian Journal of Education, 17, 51-65.
21. Saracaloğlu, A. S. (2006). 21. Yüzyılda öğretmen adaylarının nitelikleri. Atatürk ve Cumhuriyete Armağan, 1, 253-290.
22. Saracaloğlu, A. S. ve Yenice, N. (2009). Fen bilgisi ve sınıf öğretmenlerinin öz-yeterlik inançlarının bazı değişkenler açısından incelenmesi. Eğitimde Kuram ve Uygulama, 5(2)244-260.
23. Savran-Gencer, A. & Çakıroğlu, J. (2007). Turkish pre-service science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teaching Education, 23, 664-675.
24. Stein, M. K., & Wang, M. C. (1988). Teacher development and school improvement: the process of teacher change. Teaching and Teacher Education, 4(2), 171-187.
25. Tarkın, A. ve Uzuntiryaki, E. (2012). Öğretmen adaylarının özyeterlik inançları ve mesleğe yönelik tutumlarının kanonik korelasyon analizi ile incelenmesi. İlköğretim Online, 11(2), 332-341.
26. Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.
27. Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
28. Usher, E. L. & Pajares, F. (2009). Sources of self-efficacy in mathematics: A validation study. Contemporary Educational Psychology, 34, 89-101.
29. Uzuntiryaki, E. ve Çapa-Aydın, Y. (2009). Development and validation of chemistry self-efficacy scale for college students. Research in Science Education, 39, 539-551.
30. Wertheim, C. & Leyser, Y. (2002). Efficacy beliefs, background variables, and differentiated instruction of Israeli prospective teachers, The Journal of Educational Research, 11, 54–62.
31. Woolfolk Hoy, A. & Burke-Spero, R. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teacher and Teacher Education, 21, 343-356.
32. Zaier, A. (2011). Exploring the factors that predict preservice teachers’ self-efficacy beliefs to teach culturally and linguistically diverse students. Unpublished dissertation, Texas Tech University.
33. Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82–91.