Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2020, Sayı: 18, 29 - 41, 24.07.2020
https://doi.org/10.30786/jef.751536

Öz

Kaynakça

  • Ainley, J., & R. Carstens (2018), “Teaching and Learning International Survey (TALIS) 2018 Conceptual Framework”, OECD Education Working Papers, No. 187, OECD Publishing, Paris. http://dx.doi.org/10.1787/799337c2-en
  • Aslan, B. (2015). A comparative study on the teaching profession in Turkey and South Korea: Secondary analysis of TALIS 2008 data in relation to teacher self-efficacy. Eurasian Journal of Educational Research, 61, 1-22 http://dx.doi.org/10.14689/ejer.2015.61.1
  • Avery, L. M., & Meyer, D. Z. (2012). Teaching science as science is practiced: Opportunities and limits for enhancing preservice primary teachers’ self-efficacy for science and science teaching. School Science and
  • Mathematics, 112(7), 395-409. http://dx.doi.org/10.1111/j.1949-8594.2012.00159.x
  • Bandura, A. (1997). Self-efficacy: The exercise of control. NY: W.H. Freeman and Co.
  • Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited [Editorial]. Journal of Management, 38(1), 9–44. https://doi.org/10.1177/0149206311410606
  • 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. https://doi.org/ 10.1016/j.jsp.2006.09.001.
  • Collie, R. J., J. D. Shapka, & N. E. Perry. (2012). “School Climate and Social–Emotional Learning: Predicting Teacher Stress, job Satisfaction, and Teaching Efficacy.” Journal of Educational Psychology 104: 1189–1204. doi:10.1037/a0029356.
  • Ford, D. J., Fifield, S., Madsen, J., & Qian, X. (2013). The science semester: Crossdisciplinary inquiry for prospective primary teachers. Journal of Science TeacherEducation, 24, 1049-1072. http://dx.doi.org/10.1007/s10972-012-9326-8
  • Henson, R. K. (2002). From Adolescent Angst to Adulthood: Substantive Implications and Measurement Dilemmas in the Development of Teacher Efficacy Research, Educational Psychologist, 37:3, 137-150, DOI: 10.1207/S15326985EP3703_1
  • Holzberger, D., A. Philipp, & M. Kunter (2013), “How teachers’ self-efficacy is related toinstructional quality: A longitudinal analysis”, Journal of Educational Psychology, Vol. 105/3, pp. 774-786, http://dx.doi.org/10.1037/a0032198.
  • Klassen, R.M., Tze, V.M.C., Betts, S.M., & Gordaon, K.A. (2011), “Teacher efficacy research 1998-2009: Signs of progress or unfulfilled promise?”, Educational Psychology Review, Vol. 23/1, pp. 21-43, http://dx.doi.org/10.1007/s10648-010-9141-8.
  • Malinen, O. P., Savolainen, H., Engelbrecht, P., Xu, J., Nel, M., Nel, N., ... Tlale, D. (2013). Exploring teacher self-efficacy for inclusive practices in three diverse countries”, Teaching and Teacher Education, Vol. 33, pp. 34-44.
  • Malinen, O.-P., & Savolainen, H. (2016). The Effect of Perceived School Climate and Teacher Efficacy in Behavior Management on Job Satisfaction and Burnout: A Longitudinal Study. Teaching and Teacher Education, 60, 144-152. https://doi.org/10.1016/j.tate.2016.08.012
  • Meristo, M., & E. Eisenschmidt. (2014). “Novice Teachers’ Perceptions of School Climate and Self-Efficacy.” International Journal of Educational Research 67: 1–10. doi:10.1016/j.ijer.2014.04.003.
  • Nemeržitski , K. Loogma , E. Heinla & E. Eisenschmidt (2013). Constructingmodel of teachers’ innovative behaviour in school environment, Teachers and Teaching, 19:4,398-418, DOI: 10.1080/13540602.2013.770230
  • OECD (2019a), PISA 2018 Results (Volume I): What Students Know and Can Do, PISA, OECD Publishing, Paris, https://doi.org/10.1787/5f07c754-en.
  • OECD (2019b). TALIS 2019 Technical Report. PISA, OECD Publishing, Paris. Retrieved from the OECD website: https://www.oecd.org/education/talis/TALIS_2018_Technical_Report.pdf
  • Pallant, J. (2011). SPSS survival manual: A step by step guide to data analysis using the SPSS program. 4th Edition, Allen & Unwin, Berkshire.
  • Palmer, D., Dixon, J., & Archer, J. (2015). Changes in Science Teaching Self-efficacy among Primary Teacher Education Students. Australian Journal of Teacher Education, 40(12).http://dx.doi.org/10.14221/ajte.2015v40n12.3
  • Petersen, J. E., & Treagust, D. F. (2014). School and University Partnerships: The Role of Teacher Education Institutions and Primary Schools in the Development of Preservice Teachers’ Science Teaching Efficacy. Australian Journal of Teacher Education, 39(9). http://dx.doi.org/10.14221/ajte.2014v39n9.2
  • Rice, D. C., & Roychoudhury, A. (2003). Preparing more confident preservice primary science teachers: One primary science methods teacher’s self-study. Journal of Science Teacher Education, 14, 97-126. http://dx.doi.org/10.1023/A:1023658028085
  • Rosenholtz, S. J., & Simpson, C. (1990). Workplace conditions and the rise and fall of teachers’ commitment. Sociology of Education, 63(4), 241–257.
  • Settlage, J., Southerland, S. A., Smith, L. K., & Ceglie, R. (2009). Constructing a doubt-free teaching self: Self-efficacy, teacher identity, and science instruction within diverse settings. Journal of Research in Science Teaching, 46(1), 102-125. http://dx.doi.org/10.1002/tea.20268
  • Skaalvik, E., & S. Skaalvik (2010), “Teacher self-efficacy and teacher burnout: A study ofrelations”, Teaching and Teacher Education, Vol. 26/4, pp. 1059-1069, http://dx.doi.org/10.1016/j.tate.2009.11.001.
  • Tosun, T. (2000). The beliefs of preservice primary teachers towards science and science teaching. School Science and Mathematics, 100, 374-379. http://dx.doi.org/10.1111/j.1949-8594.2000.tb18179.x
  • Tschannen-Moran, M., &A. Hoy (2001), “Teacher efficacy: Capturing an elusive construct”,Teaching and Teacher Education, Vol. 17/7, pp. 783-805, https://doi.org/10.1016/S0742- 051X(01)00036-1.
  • Tschannen-Moran, M., & P. McMaster. (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: 228–245.
  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248.
  • Usher, E., & F. Pajares (2008). “Sources of self-efficacy in school: Critical review of theliterature and future directions”, Review of Educational Research, Vol. 78/4, pp. 751-796, http://dx.doi.org/10.3102/0034654308321456.

Science Teachers’ Self-efficacy in Instruction and Self-efficacy in Student Engagement across Estonia, Japan, and Turkey

Yıl 2020, Sayı: 18, 29 - 41, 24.07.2020
https://doi.org/10.30786/jef.751536

Öz

Self-efficacy of science teachers has attracted many researcher interest since its association with teachers’ quality of instruction, teachers’ job satisfaction, and student’s achievement and motivation. Therefore, it is very crucial to investigate the factors that affect science teacher’s self-efficacy beliefs such as the components of school climate, the indicators of sources of self-efficacy, and teachers’ background characteristics. In this respect, this study was carried out to reveal the effect of a set of variables such as professional collaboration among teachers, teacher-student relation, disciplinary climate, needs for professional development in subject matter and pedagogy, workplace well-being and stress, experience of teachers, and gender of teachers on science teachers’ self-efficacy in instruction and self-efficacy in student engagement in Estonia, Japan, and Turkey. The variables of this study were gathered from the TALIS 2018. Multiple Logistic Regression was run to estimate the science teachers’ odds of having high self-efficacy in instruction and in student engagement across three countries. The results revealed that whereas significant odds ratios were yielded for some of variables related to school climate, sources of self-efficacy and teachers’ backgrounds, the magnitudes of the odds ratios show some variations across the countries.

Kaynakça

  • Ainley, J., & R. Carstens (2018), “Teaching and Learning International Survey (TALIS) 2018 Conceptual Framework”, OECD Education Working Papers, No. 187, OECD Publishing, Paris. http://dx.doi.org/10.1787/799337c2-en
  • Aslan, B. (2015). A comparative study on the teaching profession in Turkey and South Korea: Secondary analysis of TALIS 2008 data in relation to teacher self-efficacy. Eurasian Journal of Educational Research, 61, 1-22 http://dx.doi.org/10.14689/ejer.2015.61.1
  • Avery, L. M., & Meyer, D. Z. (2012). Teaching science as science is practiced: Opportunities and limits for enhancing preservice primary teachers’ self-efficacy for science and science teaching. School Science and
  • Mathematics, 112(7), 395-409. http://dx.doi.org/10.1111/j.1949-8594.2012.00159.x
  • Bandura, A. (1997). Self-efficacy: The exercise of control. NY: W.H. Freeman and Co.
  • Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited [Editorial]. Journal of Management, 38(1), 9–44. https://doi.org/10.1177/0149206311410606
  • 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. https://doi.org/ 10.1016/j.jsp.2006.09.001.
  • Collie, R. J., J. D. Shapka, & N. E. Perry. (2012). “School Climate and Social–Emotional Learning: Predicting Teacher Stress, job Satisfaction, and Teaching Efficacy.” Journal of Educational Psychology 104: 1189–1204. doi:10.1037/a0029356.
  • Ford, D. J., Fifield, S., Madsen, J., & Qian, X. (2013). The science semester: Crossdisciplinary inquiry for prospective primary teachers. Journal of Science TeacherEducation, 24, 1049-1072. http://dx.doi.org/10.1007/s10972-012-9326-8
  • Henson, R. K. (2002). From Adolescent Angst to Adulthood: Substantive Implications and Measurement Dilemmas in the Development of Teacher Efficacy Research, Educational Psychologist, 37:3, 137-150, DOI: 10.1207/S15326985EP3703_1
  • Holzberger, D., A. Philipp, & M. Kunter (2013), “How teachers’ self-efficacy is related toinstructional quality: A longitudinal analysis”, Journal of Educational Psychology, Vol. 105/3, pp. 774-786, http://dx.doi.org/10.1037/a0032198.
  • Klassen, R.M., Tze, V.M.C., Betts, S.M., & Gordaon, K.A. (2011), “Teacher efficacy research 1998-2009: Signs of progress or unfulfilled promise?”, Educational Psychology Review, Vol. 23/1, pp. 21-43, http://dx.doi.org/10.1007/s10648-010-9141-8.
  • Malinen, O. P., Savolainen, H., Engelbrecht, P., Xu, J., Nel, M., Nel, N., ... Tlale, D. (2013). Exploring teacher self-efficacy for inclusive practices in three diverse countries”, Teaching and Teacher Education, Vol. 33, pp. 34-44.
  • Malinen, O.-P., & Savolainen, H. (2016). The Effect of Perceived School Climate and Teacher Efficacy in Behavior Management on Job Satisfaction and Burnout: A Longitudinal Study. Teaching and Teacher Education, 60, 144-152. https://doi.org/10.1016/j.tate.2016.08.012
  • Meristo, M., & E. Eisenschmidt. (2014). “Novice Teachers’ Perceptions of School Climate and Self-Efficacy.” International Journal of Educational Research 67: 1–10. doi:10.1016/j.ijer.2014.04.003.
  • Nemeržitski , K. Loogma , E. Heinla & E. Eisenschmidt (2013). Constructingmodel of teachers’ innovative behaviour in school environment, Teachers and Teaching, 19:4,398-418, DOI: 10.1080/13540602.2013.770230
  • OECD (2019a), PISA 2018 Results (Volume I): What Students Know and Can Do, PISA, OECD Publishing, Paris, https://doi.org/10.1787/5f07c754-en.
  • OECD (2019b). TALIS 2019 Technical Report. PISA, OECD Publishing, Paris. Retrieved from the OECD website: https://www.oecd.org/education/talis/TALIS_2018_Technical_Report.pdf
  • Pallant, J. (2011). SPSS survival manual: A step by step guide to data analysis using the SPSS program. 4th Edition, Allen & Unwin, Berkshire.
  • Palmer, D., Dixon, J., & Archer, J. (2015). Changes in Science Teaching Self-efficacy among Primary Teacher Education Students. Australian Journal of Teacher Education, 40(12).http://dx.doi.org/10.14221/ajte.2015v40n12.3
  • Petersen, J. E., & Treagust, D. F. (2014). School and University Partnerships: The Role of Teacher Education Institutions and Primary Schools in the Development of Preservice Teachers’ Science Teaching Efficacy. Australian Journal of Teacher Education, 39(9). http://dx.doi.org/10.14221/ajte.2014v39n9.2
  • Rice, D. C., & Roychoudhury, A. (2003). Preparing more confident preservice primary science teachers: One primary science methods teacher’s self-study. Journal of Science Teacher Education, 14, 97-126. http://dx.doi.org/10.1023/A:1023658028085
  • Rosenholtz, S. J., & Simpson, C. (1990). Workplace conditions and the rise and fall of teachers’ commitment. Sociology of Education, 63(4), 241–257.
  • Settlage, J., Southerland, S. A., Smith, L. K., & Ceglie, R. (2009). Constructing a doubt-free teaching self: Self-efficacy, teacher identity, and science instruction within diverse settings. Journal of Research in Science Teaching, 46(1), 102-125. http://dx.doi.org/10.1002/tea.20268
  • Skaalvik, E., & S. Skaalvik (2010), “Teacher self-efficacy and teacher burnout: A study ofrelations”, Teaching and Teacher Education, Vol. 26/4, pp. 1059-1069, http://dx.doi.org/10.1016/j.tate.2009.11.001.
  • Tosun, T. (2000). The beliefs of preservice primary teachers towards science and science teaching. School Science and Mathematics, 100, 374-379. http://dx.doi.org/10.1111/j.1949-8594.2000.tb18179.x
  • Tschannen-Moran, M., &A. Hoy (2001), “Teacher efficacy: Capturing an elusive construct”,Teaching and Teacher Education, Vol. 17/7, pp. 783-805, https://doi.org/10.1016/S0742- 051X(01)00036-1.
  • Tschannen-Moran, M., & P. McMaster. (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: 228–245.
  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248.
  • Usher, E., & F. Pajares (2008). “Sources of self-efficacy in school: Critical review of theliterature and future directions”, Review of Educational Research, Vol. 78/4, pp. 751-796, http://dx.doi.org/10.3102/0034654308321456.
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Eren Ceylan 0000-0001-8244-8260

Yayımlanma Tarihi 24 Temmuz 2020
Yayımlandığı Sayı Yıl 2020 Sayı: 18

Kaynak Göster

APA Ceylan, E. (2020). Science Teachers’ Self-efficacy in Instruction and Self-efficacy in Student Engagement across Estonia, Japan, and Turkey. Journal of Education and Future(18), 29-41. https://doi.org/10.30786/jef.751536
AMA Ceylan E. Science Teachers’ Self-efficacy in Instruction and Self-efficacy in Student Engagement across Estonia, Japan, and Turkey. JEF. Temmuz 2020;(18):29-41. doi:10.30786/jef.751536
Chicago Ceylan, Eren. “Science Teachers’ Self-Efficacy in Instruction and Self-Efficacy in Student Engagement across Estonia, Japan, and Turkey”. Journal of Education and Future, sy. 18 (Temmuz 2020): 29-41. https://doi.org/10.30786/jef.751536.
EndNote Ceylan E (01 Temmuz 2020) Science Teachers’ Self-efficacy in Instruction and Self-efficacy in Student Engagement across Estonia, Japan, and Turkey. Journal of Education and Future 18 29–41.
IEEE E. Ceylan, “Science Teachers’ Self-efficacy in Instruction and Self-efficacy in Student Engagement across Estonia, Japan, and Turkey”, JEF, sy. 18, ss. 29–41, Temmuz 2020, doi: 10.30786/jef.751536.
ISNAD Ceylan, Eren. “Science Teachers’ Self-Efficacy in Instruction and Self-Efficacy in Student Engagement across Estonia, Japan, and Turkey”. Journal of Education and Future 18 (Temmuz 2020), 29-41. https://doi.org/10.30786/jef.751536.
JAMA Ceylan E. Science Teachers’ Self-efficacy in Instruction and Self-efficacy in Student Engagement across Estonia, Japan, and Turkey. JEF. 2020;:29–41.
MLA Ceylan, Eren. “Science Teachers’ Self-Efficacy in Instruction and Self-Efficacy in Student Engagement across Estonia, Japan, and Turkey”. Journal of Education and Future, sy. 18, 2020, ss. 29-41, doi:10.30786/jef.751536.
Vancouver Ceylan E. Science Teachers’ Self-efficacy in Instruction and Self-efficacy in Student Engagement across Estonia, Japan, and Turkey. JEF. 2020(18):29-41.