BibTex RIS Kaynak Göster

Socio-Demographic Predictors of EFL Teacher Efficacy

Yıl 2007, Cilt: 3 Sayı: 2, 304 - 324, 01.10.2007

Öz

            Research on teachers’ beliefs and their impact on teacher cognition has been a relevant topic for educational inquiry for some decades. Teachers’ actions are tied to their beliefs, perceptions, assumptions and motivation levels.  Thus, research on teachers’ beliefs is crucial in determining the way teachers understand and organize instruction. One important belief that appears to be an important influence on teacher and student outcomes is teacher efficacy. In accordance with this view and due to the increasing demand for English as a foreign language education, the present study aimed to assess EFL teachers’ efficacy level and explore the socio-demographic predictors of teacher efficacy in an EFL setting, i.e., Turkey. 226 EFL teachers working at the preparatory schools of public and private universities in Istanbul participated in this study. Data were collected by means of quantitative methods; i.e., the Ohio State Teacher Efficacy Scale (adapted from Tschannen-Moran & Hoy, 2001) and the School-Level Environment Questionnaire (Fisher & Fraser, 1990).Data collected by means of these instruments were submitted to correlation and regression analysis and independent samples t-tests. Results of the study showed that the number of professional activities teachers were involved in, average number of students in teachers’ classes, working position, type of institution, and gender were the socio-demographic factors that predicted variations in EFL teachers’ efficacy in this study.

Kaynakça

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change, Psychological Review, 84 (2): 191-215.
  • Bandura, A. (2000). Exercise of human agency through collective efficacy, Current Directions in Psychological Science, 9, 75-78.
  • Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children’s aspirations and career trajectories, Child Development, 72 (1): 187-206.
  • Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender development and differentiation, Psychological Review, 106, 676-713.
  • Chacon, C. T. (2005). Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela, Teaching and Teacher Education. http:///www.sciencedirect.com/science? _ob=ArticleURL&_udi=B6VD8-4FJTPOW-1
  • Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching, Journal of Experimental Education, 60 (4): 323-337.
  • Conger, J. A., & Kanungo, R. N. (1988). The empowerment process: Integrating theory and practice, Academy of Management Review, 13 (3): 471-482.
  • Dick, R. V., & Wagner, U. (2001). Stress and strain in teaching, British Journal of Educational Psychology, 71 (2): 243-259.
  • Dörnyei, Z. (2001). Teaching and researching motivation. Essex: Pearson Education Limited.
  • Evans, E. D. (1986). Perceived teaching problems, self-efficacy, and commitment to teaching among preservice teachers, Journal of Educational Research, 80 (2): 81-85.
  • Fuller, B., Wood, K., Rapoport, T., & Dornbusch, S. M. (1982). Organizational context of individual efficacy, Review of Educational Research, 52 (1): 7-30.
  • Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation, Teaching and Teacher Education, 4 (1): 63-69.
  • Henson, R. K. (2001). The effects of participation in teacher research on teacher efficacy, Teaching and Teacher Education, 17, 819-836.
  • Hoy, W. K., & Woolfolk, A. E. (1993). Teachers’ sense of efficacy and the organizational health of schools, The Elementary School Journal, 93 (4): 355-372.
  • Lee, V. E., Dedrick, R. F., & Smith, J. B. (1991). The effect of the social organizations of schools on teachers’ efficacy and satisfaction, Sociology of Education, 64: 190-208.
  • 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.
  • Moore, W., & Esselman, M. (1992). Teacher efficacy, power, school climate and achievement: A desegregating district’s experience. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
  • Newmann, F. M., Rutter, R. A., & Smith, M. S. (1989). Organizational factors that affect school sense of efficacy, community, and expectations, Sociology of Education, 62 (4): 221-238.
  • Pajares, F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct, Review of Educational Research, 62 (3): 307-332.
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings, Review of Educational Research, 66 (4): 543-578.
  • Pajares, F. (1997). Current directions in self-efficacy research. In M. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement. (Vol.10, pp. 1-49). Greenwich, CT: JAI Press.
  • 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. Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement, Psychological Monographs, 80, 1-28.
  • Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfiled & J. Eccles (Eds.), Development of achievement motivation. (pp. 16-31). San Diago: Academic Press.
  • Smylie, M. A. (1988). The enhancement function of staff development: Organizational and psychological antecedents to individual teacher change, American Educational Research Journal, 25 (1): 1-30.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct, Teaching and Teacher Education, 17 (7): 783-805.
  • Tschannen-Moran, M., & Hoy, A. W. (2002, April). The influence of resources and support on teachers’ efficacy beliefs. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
  • Şenay Yavuz received her B.A. in ELT at Hacettepe University in 1999. Since 1999, she
  • has been working as an instructor at Maltepe University. She has recently completed her
  • MA degree in ELT at Marmara University, with her study the socio-demograprahic and
  • institutional predictors of variations in EFL teachers’ efficacy perceptions.
  • e-mail: senayavuz@hotmail.com
Yıl 2007, Cilt: 3 Sayı: 2, 304 - 324, 01.10.2007

Öz

Öğretmen inançları ve bu inançların öğretmen bilişi üzerindeki etkileri son yıllarda eğitimin farklı alanlarında üzerinde durulan konulardan birisidir. Öğretmen inanç, algı, varsayım, ve motivasyon düzeyini saptamaya yönelik araştırmalar, söz konusu faktörlerin öğretmenin sınıf-içi davranış ve tutumları, ve eğitim-öğretime ilişkin düşünceleri üzerindeki etkilerini anlamak açısından büyük önem taşımaktadır. Öğretmen yeterlik inancının, öğretmen ve öğrenci başarısı üzerinde önemli etkileri olduğu bilinmektedir. Bu görüş doğrultusunda ve yabancı dil olarak İngilizce eğitimine artan talep nedeniyle, bu çalışma İngilizce’nin yabancı dil olarak öğretildiği bir ortam olan Türkiye’de İngilizce öğretmenlerinin yeterlik seviyesini ölçmek ve yeterliklerini öngören kurumsal etkenleri araştırmak amacıyla yapılmıştır. İstanbul’daki devlet ve özel üniversitelerin hazırlık okullarında görev yapan 226 İngilizce öğretmeni bu çalışmanın denek grubunu oluşturdu. Çalışmanın verileri nicel metotlar kullanılarak toplanıldı. Çalışmada Ohio Eyaleti Öğretmen Yeterliği Ölçeği (Tschannen-Moran ve Hoy, 2001) ve Okul Düzeyi Çevre Anketi (Fisher & Fraser, 1990) kullanıldı. Bu araçlarla toplanan veriler korelasyon, regresyon ve t-testleri yoluyla analiz edilmiştir.Bu çalışmada elde edilen bulgular, öğretmenlerin profesyonel gelişim için yaptıkları aktivitelerin sayısı, sınıflardaki öğrenci sayısı, öğretmenlerin görevleri, kurum türü, ve cinsiyetin bu çalışmadaki İngilizce öğretmenlerinin yeterliğindeki değişimleri öngören sosyodemografik etkenler olduğunu göstermiştir

Kaynakça

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change, Psychological Review, 84 (2): 191-215.
  • Bandura, A. (2000). Exercise of human agency through collective efficacy, Current Directions in Psychological Science, 9, 75-78.
  • Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children’s aspirations and career trajectories, Child Development, 72 (1): 187-206.
  • Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender development and differentiation, Psychological Review, 106, 676-713.
  • Chacon, C. T. (2005). Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela, Teaching and Teacher Education. http:///www.sciencedirect.com/science? _ob=ArticleURL&_udi=B6VD8-4FJTPOW-1
  • Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching, Journal of Experimental Education, 60 (4): 323-337.
  • Conger, J. A., & Kanungo, R. N. (1988). The empowerment process: Integrating theory and practice, Academy of Management Review, 13 (3): 471-482.
  • Dick, R. V., & Wagner, U. (2001). Stress and strain in teaching, British Journal of Educational Psychology, 71 (2): 243-259.
  • Dörnyei, Z. (2001). Teaching and researching motivation. Essex: Pearson Education Limited.
  • Evans, E. D. (1986). Perceived teaching problems, self-efficacy, and commitment to teaching among preservice teachers, Journal of Educational Research, 80 (2): 81-85.
  • Fuller, B., Wood, K., Rapoport, T., & Dornbusch, S. M. (1982). Organizational context of individual efficacy, Review of Educational Research, 52 (1): 7-30.
  • Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation, Teaching and Teacher Education, 4 (1): 63-69.
  • Henson, R. K. (2001). The effects of participation in teacher research on teacher efficacy, Teaching and Teacher Education, 17, 819-836.
  • Hoy, W. K., & Woolfolk, A. E. (1993). Teachers’ sense of efficacy and the organizational health of schools, The Elementary School Journal, 93 (4): 355-372.
  • Lee, V. E., Dedrick, R. F., & Smith, J. B. (1991). The effect of the social organizations of schools on teachers’ efficacy and satisfaction, Sociology of Education, 64: 190-208.
  • 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.
  • Moore, W., & Esselman, M. (1992). Teacher efficacy, power, school climate and achievement: A desegregating district’s experience. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
  • Newmann, F. M., Rutter, R. A., & Smith, M. S. (1989). Organizational factors that affect school sense of efficacy, community, and expectations, Sociology of Education, 62 (4): 221-238.
  • Pajares, F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct, Review of Educational Research, 62 (3): 307-332.
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings, Review of Educational Research, 66 (4): 543-578.
  • Pajares, F. (1997). Current directions in self-efficacy research. In M. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement. (Vol.10, pp. 1-49). Greenwich, CT: JAI Press.
  • 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. Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement, Psychological Monographs, 80, 1-28.
  • Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfiled & J. Eccles (Eds.), Development of achievement motivation. (pp. 16-31). San Diago: Academic Press.
  • Smylie, M. A. (1988). The enhancement function of staff development: Organizational and psychological antecedents to individual teacher change, American Educational Research Journal, 25 (1): 1-30.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct, Teaching and Teacher Education, 17 (7): 783-805.
  • Tschannen-Moran, M., & Hoy, A. W. (2002, April). The influence of resources and support on teachers’ efficacy beliefs. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
  • Şenay Yavuz received her B.A. in ELT at Hacettepe University in 1999. Since 1999, she
  • has been working as an instructor at Maltepe University. She has recently completed her
  • MA degree in ELT at Marmara University, with her study the socio-demograprahic and
  • institutional predictors of variations in EFL teachers’ efficacy perceptions.
  • e-mail: senayavuz@hotmail.com
Toplam 31 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Şenay Yavuz Bu kişi benim

Yayımlanma Tarihi 1 Ekim 2007
Yayımlandığı Sayı Yıl 2007 Cilt: 3 Sayı: 2

Kaynak Göster

APA Yavuz, Ş. (2007). Socio-Demographic Predictors of EFL Teacher Efficacy. Journal of Language and Linguistic Studies, 3(2), 304-324.
AMA Yavuz Ş. Socio-Demographic Predictors of EFL Teacher Efficacy. Journal of Language and Linguistic Studies. Ekim 2007;3(2):304-324.
Chicago Yavuz, Şenay. “Socio-Demographic Predictors of EFL Teacher Efficacy”. Journal of Language and Linguistic Studies 3, sy. 2 (Ekim 2007): 304-24.
EndNote Yavuz Ş (01 Ekim 2007) Socio-Demographic Predictors of EFL Teacher Efficacy. Journal of Language and Linguistic Studies 3 2 304–324.
IEEE Ş. Yavuz, “Socio-Demographic Predictors of EFL Teacher Efficacy”, Journal of Language and Linguistic Studies, c. 3, sy. 2, ss. 304–324, 2007.
ISNAD Yavuz, Şenay. “Socio-Demographic Predictors of EFL Teacher Efficacy”. Journal of Language and Linguistic Studies 3/2 (Ekim 2007), 304-324.
JAMA Yavuz Ş. Socio-Demographic Predictors of EFL Teacher Efficacy. Journal of Language and Linguistic Studies. 2007;3:304–324.
MLA Yavuz, Şenay. “Socio-Demographic Predictors of EFL Teacher Efficacy”. Journal of Language and Linguistic Studies, c. 3, sy. 2, 2007, ss. 304-2.
Vancouver Yavuz Ş. Socio-Demographic Predictors of EFL Teacher Efficacy. Journal of Language and Linguistic Studies. 2007;3(2):304-2.