The Predictive Power of Pre-Service Teachers' Sources of Self- Efficacy Beliefs on Teaching Self-Efficacy Beliefs and Attitudes

Yıl 2019, Cilt: 7 Sayı: 1, 74 - 83, 20.06.2019

Şeyda Arslan Özgür Murat Çolakoğlu

Öz

The aim of this study is to reveal the effect of pre-service teachers sources of self-efficacy beliefs on teaching self-efficacy beliefs and their attitudes towards teaching profession. The study was conducted in the correlational design. The data of the study were obtained from the 360 seniors in Zonguldak Bulent Ecevit University Eregli Faculty of Education. The data of the study were gathered with “Prospective Teachers’ Self-Efficacy Sources Scale”, “Teaching Self-Efficacy Scale” and “Attitude Scale of Teaching Profession”. Pearson Product Moment Correlation Coefficient and PATH analysis methods were used in analysis of the data. It was concluded that emotional states, mastery experience, and vicarious experience were significant predictors of prospective teachers’ teaching self-efficacy and attitudes towards teaching profession

Anahtar Kelimeler

Self-efficacy Beliefs, Self-efficacy Sources, Prospective Teacher

Öğretmen Adaylarının Öğretmenlik Mesleği Öz Yeterlik İnancı Kaynaklarının Öz Yeterlik İnançları ve Tutumlarını Yordama Gücü

Öz

Bu çalışmanın amacı, öğretmen adaylarının öz yeterlik inancı kaynaklarının öğretmenlik mesleğine ilişkin öz yeterlik inançları ve öğretmenlik mesleğine yönelik tutumlarını yordama gücünü ortaya çıkarmaktır. Çalışma korelasyon araştırması deseninde yürütülmüştür. Çalışmanın verileri Zonguldak Bülent Ecevit Üniversitesi Ereğli Eğitim Fakültesi dördüncü sınıfta öğrenim görmekte olan 360 öğretmen adayından elde edilmiştir. Çalışmanın verileri “Öğretmen adaylarının öz yeterlik inancı kaynaklarını belirleme ölçeği”, “Öğretmen öz yeterlik ölçeği” ve “öğretmenlik mesleğine yönelik tutum ölçeği” ile toplanmıştır. Verilerin analizinde Pearson momentler çarpımı korelasyon katsayısı yöntemi ile PATH analizi yöntemi kullanılmıştır. Çalışmanın sonunda öz yeterlik inancı kaynakları olan duygusal durum, performans başarıları ve dolaylı yaşantıların öğretmen adaylarının öğretmenlik mesleğine ilişkin öz yeterlik inançları ve tutumlarının anlamlı yordayıcısı olduğu bulunmuştur

Anahtar Kelimeler

Öz Yeterlik İnancı, Öz Yeterlik İnancı Kaynakları, Öğretmen Adayı

Kaynakça

• Arslan, A. (2019). The mediating role of prospective teachers’ teaching self-efficacy between self-efficacy sources and attitude towards teaching profession. International Journal of Educational Methodology, 5(1), 101-110. doi: 10.12973/ijem.5.1.101.
• Akcaalan, M. & Arslan, A. (2017). Öğretmen adaylarının öz yeterlik inancı kaynaklarının belirlenmesi, 26. Uluslararası Eğitim Bilimleri Kongresi, 20-23 Nisan 2017, Antalya.
• Arslan, A. & Akcaalan, M. (2017). Öğretmen adaylarının öz yeterlik inancı kaynaklarını belirleme ölçeğinin geliştirilmesi. 26. Uluslararası Eğitim Bilimleri Kongresi, 20-23 Nisan 2017, Antalya.
• Arslan, O. & Bulut A. (2015). Turkish prospective middle grades mathematics teachers' teaching efficacy beliefs and sources of these beliefs. In CERME 9-Ninth Congress of the European Society for Research in Mathematics Education (pp. 1123-1130).
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84 (2), 191- 215.
• Bandura, A. (1994). Self efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of Human Behavior (Vol. 4, pp. 71-81). Newyork Academic Press
• Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman: New York.
• Can, H. (2015). Sources of teaching efficacy beliefs in pre-service science teachers. Elementary Education Online, 14(1), 1044-1059.
• Cannon, J. R., & Scharmann, L. C. (1996). Influence of cooperative early field experience on preservice elementary teachers' science self- efficacy. Science Education, 80(4), 419-436.
• Cantrell, P., Young, S., & Moore, A. (2003). Factors affecting science teaching efficacy of preservice elementary teachers. Journal of Science Teacher Education, 14(3), 177–192.
• Cone, N. (2009). Community-based service-learning as a source of personal self-efficacy: preparing preservice elementary teachers to teach science for diversity. School Science and Mathematics, 109(1), 20–30.
• Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Pearson Education: Boston.
• Czerniak, C. & Chiarelott, L. (1990). Teacher education for effective science instruction-A social cognitive perspective. Journal of Teacher Education, 41(1), 49-58.
• Çapa, Y., Çakıroğlu, J. & Sarıkaya, H. (2005). Development and validation of a Turkish version of the teachers sense of efficacy scale. Education and Science, 30(137), 74-81.
• Gunning, A. M. & Mensah, F. M. (2011). Preservice elementary teachers’ development of self-efficacy and confidence to teach science: a case study. Journal of Science Teacher Education, 22(2), 171–185.
• Gurvitch, R. A. & Metzler, M. W. (2009). The effects of laboratory-based and field-based practicum experience on pre-service teachers’ self-efficacy. Teaching and Teacher Education 25, 437–443.
• Housego, B. (1990). A comparative study of student teachers' feelings of preparedness to teach. Alberta Journal of Educational Research, 36(3), 417-240.
• Jamil, F., Downer, J., & Pianta, R. (2012). Associations of pre-service teachers’ performance, personality, and beliefs with teacher self-efficacy at program completion. Teacher Education Quarterly, 39(4), 119–138.
• Kaçar, T. ve Beycioğlu, K. (2017). İlköğretim öğretmenlerinin öz yeterlik inançları. İlköğretim Online, 16(4), 1753- 1767.
• Knoblauch, D. & Woolfolk Hoy, A. (2007). “Maybe I can teach those kids.” The influence of contextual factors on student teachers’ efficacy beliefs. Teaching and Teacher Education, 24(1), 166–179.
• Liaw, E. C. (2009). Teacher efficacy of pre-service teachers in Taiwan: The influence of classroom teaching and group discussion. Teaching and Teacher Education, 25, 176–180.
• McDonnough, J. T. &Matkins, J. J. (2010). The role of field experience in elementary preservice teachers’ self-efficacy and ability to connect research to practice. School Science and Mathematics, 110(1), 13–23.
• Oh, S. (2011). Preservice teachers’ sense of efficacy and its sources. Psychology, 2(3), 235–240
• O’Neil, S. & Stephenson, J. (2012). Exploring Australian pre-service teachers sense of efficacy, its sources, and some possible influences. Teaching and Teacher Education, 28(4), 535–545.
• Palmer, D. H. (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36(4), 337–353.
• Poulou, M. (2007). Personal teaching efficacy and its sources: Student teachers’ perceptions. Educational Psychology, 27(2), 191-218.
• Sağlam, D. & Arslan, A. (2018). Pedagojik formasyon öğrencilerinin öz yeterlik inancı kaynaklarının belirlenmesi. 27. Uluslararası Eğitim Bilimleri Kongresi, 18-22 Nisan 2018, Antalya.
• Siwatu, K. O. (2011). Preservice teachers’ culturally responsive teaching self-efficacy-forming experiences: A mixed methods study. The Journal of Educational Research, 104(5), 360–369.
• Üstüner, M. (2006). Öğretmenlik mesleğine yönelik tutum ölçeğinin geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 45, 109-127.
• Tschannen-Moran, M. & Woolfolk Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805.