Benlik Saygısının Öğretmenlerin Mesleki Motivasyonuna Etkisi: Öz-Yeterlilik Aracılığının Yapısal Eşitlik Modeliyle Test Edilmesi

Yıl 2016, Cilt: 36 Sayı: 1, 21 - 40, 13.10.2016

Şahin Danışman , Şerife Koza Çiftçi , Şule Betül Tosuntaş , Engin Karadağ

Öz

Bu çalışmanın amacı, benlik saygısının matematik öğretmenlerinin mesleki motivasyona
olan doğrudan ve öz-yeterlilik aracılığıyla olan dolaylı etkisini araştırarak, bağımsız teorik
bir modeli test etmektir. Literatüre dayalı ilişkiler bağlamında nedensellik temelli bir modeli
test etmek amacıyla kes itsel desende tasarlanan çalışmada; benlik saygısı bağımsız, mesleki
motivasyon yordanan ve öz-yeterlilik aracı değişken olarak ele alınmıştır. Çalışmanın
katılımcıları, küme örneklemeyle belirlenen 37 ortaokulunda görev yapan 139 matematik
öğretmeninden oluşmuştur. Çalışmada veriler, Benlik Saygısı Ölçeği (Arıcak, 1999), Ohio
Öğretmen Öz-Yeterlilik Ölçeği (Tschannen-Moran, Woolfolk-Hoy, 2001) ve Mesleki Motivasyon
Ölçeği’yle (Yıldırım, 2006) toplanmıştır. Çalışmada oluşturulan teorik modelin
test edilmesinde hem örtük hem de gözlenen değişkenlerdeki ölçüm hatasını birleştirmeyi
sağlamak amacıyla yapısal eşitlik modeli kullanılmıştır. Bulgular, benlik saygısının öğretmenlerin
mesleki motivasyonlarını negatif; öz-yeterliliklerini ise pozitif olarak etkilediğini
ortaya koymuştur. Ayrıca benlik saygısının öğretmenlerin mesleki motivasyonlarına olan
etkisindeki öz-yeterliliğin kısmı aracılık etkisi ise pozitiftir

Anahtar Kelimeler

Benlik saygısı, mesleki motivasyon, öz-yeterlilik

Testing the Mediating Role of Self-Efficacy on the Predictive Effect of Self Esteem on Mathematics Teachers’Professional Motivation with the Use of Structural Equation Modelling

Öz

The aim of this research was to test the independent theoretical model by examining
the direct effect of self-esteem on teachers’ professional motivation and the indirect effect
through the mediating role of self-efficacy. Self-esteem was regarded as the predictor
variable while professional motivation was treated as the predicted variable and self-ef-
ficacy as the mediator variable within the present cross-sectional research, which aimed
to test a causally designed model within the context of the relationships taking place in
the literature. The participants of the research consisted of 139 mathematics teachers
who were chosen by cluster sampling from 37 different primary schools. The data were
gathered through the use of Self-Esteem Scale (Arıcak, 1999), Ohio Teacher Self-Efficacy Scale (Tschannen-Moran ve Woolfolk-Hoy, 2001) and Inventory of Professional Motivation
(Yıldırım, 2006). Structural equation modelling was used to test the theoretical model of
the research in order to combine the measurement error in both latent and observed vari-
ables. The findings revealed that self-esteem effects the teachers’ professional motivation
negatively and level of self-efficacies positively. Moreover, the partially mediator effect of
self-efficacy on the effect of self-esteem on teachers’ professional motivation was positive. 

Anahtar Kelimeler

Self-esteem, professional motivation, self-efficacy

Kaynakça

• Anderson, J. C., & Gerbing, D. (1984). The effect of sampling error on convergence, improper solutions, and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49, 155-173.
• Arıcak, O. T. (1999). Grupla psikolojik danışma yoluyla benlik ve mesle- ki benlik saygısının geliştirilmesi (Yayımlanmamış doktora tezi). Marmara Üniversitesi, İstanbul.
• Atav, E., & Altunoğlu, B. D. (2013). Meslek ve alan seçiminde motivasyon ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması. Hacettepe Üniver- sitesi Eğitim Fakültesi Dergisi, 28(2), 58-70.
• Baloğlu, N., & Karadağ, E. (2008). Historical development of subject of teacher efficacy and Ohio Teacher Efficacy Scale: Adapting for Turkish culture, language validity & Examination of factor structure. Educational Administra- tion-Theory and Practice, 56, 571-606.
• Baloğlu, N., Karadağ, E., & Çalışkan, N., & Korkmaz, T. (2006). İlköğretim öğretmenlerinin mesleki benlik saygısı ve iş doyumları arasındaki ilişkinin değerlendirilmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 7(2), 345–358.
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs: Prentice Hall.
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Free- man.
• Bandura, A. (2002). Self-efficacy assessment. In R. Fernandez-Ballesteros (Ed.), Encyclopedia of psychological assessment. London: Sage Publications.
• Baumeister, R. F., Tice, D. M., & Hutton, D. G. (1989). Self-presentational motivations and personality differences in self-esteem. Journal of Personality, 57, 547–579.
• Bowling, N. A., Eschleman, K. J., Wang, Q., Kirkendall, C., & Alarcon, G. (2010). A meta-analysis of the predictors and consequences of organization- based self-esteem. Journal of Occupational and Organizational Psychology, 83(3), 601-626.
• Calhoun, J. F., & Acocella, J. R. (1990). Psychology of adjustment and human relationships. New York: McGraw- Hill Publishing Company.
• Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55, 1019-1031.
• Coopersmith, S. (1967). The antecedents of self-esteem. San Francisco: Freeman.
• Day, R., & Allen, T. D. (2004). The relationship between career motivation and self-efficacy with protégé career success. Journal of Vocational Behavior,
• Garcia, T. (1995). The role of motivational strategies in self-regulated lear- ning. New Directions for Teaching and Learning, 63, 29–42.
• Gardner, D. G. (1998). Self-esteem and self-efficacy within the organiza- tional context an empirical examination. Group Organization Management, 23(1), 48-70.
• Goddard, R. D., Hoy, W. K., & Woolfolk-Hoy, A. (2004). Collective efficacy beliefs: theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), 3-13.
• Gottfredson, L. S. (1988). Role of self-concept in vocational theory. Journal of Counseling Psychology, 32(1), 159-162.
• Hodgins, H. S., Brown, A. B., & Carver, B. (2007). Autonomy and control motivation and self-esteem. Self and Identity, 6, 189-208.
• Jerusalem, M. (2002). Theroretischer teil - einleitung i, zeitschrift für pädagogik, 44, 8-12.
• Judge, T. A., & Bono, J. E. (2001). Relationship of core self-evaluations traits—self-esteem, generalized self-efficacy, locus of control, and emotional stability—with job satisfaction and job performance: A meta-analysis. Journal of Applied Psychology, 86(1), 80-92.
• Judge, T. A., Erez, A., Bono, J. E., & Thoresen, C. J. (2002). Are measures of self-esteem, neuroticism, locus of control, and generalized self-efficacy indicators of a common core construct? Journal of Personality and Social Psychology, 83(3), 693-710.
• Karadağ, E. (2009). Spiritual leadership and organizational culture: a study of structural equation model. Educational Sciences: Theory & Practice, 9(3), 1357-1405.
• Kline, R. B. (2005). Principle and practice of structural equation modeling. New York, NY: Guilford.
• Kohli, A. K. (1985). Some unexplored supervisory behaviors and their ınf- luence on salespeople’s role clarity, specific self-esteem, job satisfaction, and motivation. Journal of Marketing Research, 22(4), 424-433.
• Kohut, H. (1971). The analysis of the self. New Yowk: International Uni- versities Press.
• Kuzgun, Y. (2003). Meslek rehberliği ve danışmanlığına giriş. Ankara: Nobel.
• Laing, R. D. (1993). Bölünmüş benlik (Çev. S. Çelik). İstanbul: Kabakçı Yayınevi.
• Leary, M. R., & Baumeister, R. F. (2000). The nature and function of self- esteem: Sociometer theory. In M. Zanna (Ed.), Advances in experimental social psychology (Vol. 32, pp. 1-62). San Diego, CA: Academic Press.
• Locke, E. A., & Latham, G. P. (1990). Work motivation and satisfaction: Light at the end of the tunnel. Psychological Science,1(4), 240–246.
• Marsh, H. W., Balla, JR., & McDonald, R. P. (1988). Goodness-of-fit indexes in confirmatory factory analysis: The effects of sample size. Psychological Bulletin, 103(3), 391-410.
• Martin, R., & Steffgen, G. (2002). Zum einfluss der berufswahlmotive auf die berufszufriedenheit von grundschullehrern. Psychologie in Erziehung und Unterricht, 49(4), 241-249.
• McDonald, T., & Siegall, M. (1992). The effects of technological self-effi- cacy and job focus on job performance, attitudes, and withdrawal behaviors. The Journal of Psychology, 126(5), 465–475.
• Neuman, L. W. (2007). Toplumsal araştırma yöntemleri: Nitel ve nicel yaklaşımlar (Çev. S. Özge). İstanbul: Yayın Odası.
• Nurius, P. S. (1986). Reappraisal of the self-concept and implications for counseling. Journal of Counseling Psychology, 33(4), 429-438.
• Öz, R., Yılmaz, H., & Akçay, N. (2009). Tip 1 diyabetli çocuklarda benlik saygisini etkileyen faktörler. Uluslararası İnsan Bilimleri Dergisi, 6(1), 330-338.
• Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19, 139-158.
• Pang, N. S. K. (1996). School values and teachers’ feelings: a LISREL model. Journal of Educational Administration, 34(2), 64-83
• Pohlmann, B., & Möller, J. (2010). Fragebogen zur Erfassung der Motivation für die Wahl des Lehramtsstudiums (FEMOLA). Zeitschrift für Pädagogische Psychologie, 24(1), 73-84.
• Pullmann, H., & Allik, J. (2008). Relations of academic and general self- esteem to school achievement. Personality and Individual Differences, 45(6), 559-564.
• Rigby, C. S., Deci, E. L., Patrick, B. C., & Ryan, R.M. (1992). Beyond the intrinsic–extrinsic dichotomy, self–determination in motivation and learning. Motivation and Emotion, 16(3), 165-185.
• Rosenberg, M. (1965). Society and the adolescent self-image. New Jersey: Princeton University Press.
• Ryan, R. M., Stiller, J. D., & Lynch, J. H. (1994). Representations of relati- onships to teachers, parents, and friends as predictors of academic motivation and self-esteem. The Journal of Early Adolescence, 14(2), 226-249.
• Ryan, R., & Deci, E. (2000). Intrinsic and extrinsic motivations: Classic defi- nitions and new directions. Contemporary Educational Psychology, 25, 54–67.
• Sağır, T. (2004). İşletmelerde motivasyon uygulamaları. (Yayımlanmamış yüksek lisans tezi). Marmara Üniversitesi, İstanbul.
• Sarpkaya, R. (2006). Yöneticilerin öğretmenleri güdülemesinde içerik ku- ramlarından yararlanması ve bir örnek olay. Burdur Eğitim Fakültesi Dergisi,
• Schumacker, R. E., & Lomax, R. G. (1996). A beginner’s guide to structural equation modeling. Hilsdale, NJ: Erlbaum.
• Stajkovic, A. D., & Luthans, F. (1998). Self-efficacy and work-related per- formance: A meta-analysis. Psychological Bulletin, 124(2), 240-261.
• Truong, Y., & McColl, R. (2011). Intrinsic motivations, self-esteem, and luxury goods consumption. Journal of Retailing & Consumer Services, 18(6), 555-561.
• Tschannen-Moran, M & Woolfolk Hoy, A. (2001). Teacher efficacy: Cap- turing 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(2), 202-248.
• Walker, C. O., Greene, B. A., & Mansell, R. A. (2006). Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning and Individual Differences, 16(1), 1-12.
• Wallace, B. (2010). Raising the motivation and self-esteem of all learners by creating a climate for all talents to flourish: Developing empowerment for life. Perspectives in Education, 26(3), 19-28.
• Waterman, A. S. (2005). When effort ıs enjoyed: Two studies of intrinsic motivation for personally salient activities, Motivation and Emotion, 29(3), 165-188.
• Wood, J. V., Heimpel, S. A., & Michela, J. L. (2003). Savoring versus dampening: Self-esteem differences in regulating positive affect. Journal of Personality & Social Psychology, 85, 566–580.
• Woolfolk-Hoy, A., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21, 343-356.
• Yalom, I. D. (2002). The gift of therapy. New York: HarperCollins.
• Yavuzer, H. (1991). Ana baba ve çocuk. İstanbul: Remzi Kitabevi.
• Yıldırım, D. Ş. (2006). Resmi ilk öğretim okullarında görev yapan öğret- menlerin motivasyon ve iş tatminini etkileyen faktörler (Yayımlanmamış yüksek lisans tezi). Yeditepe Üniversitesi, İstanbul.
• Yörükoğlu, A. (2007). Gençlik çağı. İstanbul: Özgür yayınları.
• Zoabi, K. (2012). Self-Esteem and motivation for learning among minority students: a comparison between students of pre-academic and regular programs. Creative Education, 3(8), 1397-1403.