The Relationship Between Primary School Teachers’ Resistance to Change Behaviors and Their Self-Efficacy

Yıl 2013, Cilt: 6 Sayı: 4, - , 04.06.2013

Temel Çalık Serkan Koşar Ali Çağatay Kılınç Emre Er

Öz

Abstract The purpose of this study was to examine the relationships between primary school teachers’ resistance to change behaviors and their self-efficacy levels. The study employed relational search model. The population of the study consisted of 415 teachers employed in 14 primary schools in Ankara city center. Data was collected via “Resistance to Change Scale” and “Teacher Self-Efficacy Scale”. Pearson Product-Moment Correlation Coefficients and standard multiple regression analysis were performed to analyze the data. Results indicated that all sub-scales of teacher self-efficacy were negatively correlated with resistance to change. It was also referred from the results that sub-scales of teacher self-efficacy were positively correlated with each other. Finally, regression analysis results mirrored resistance to change was not predicted significantly by any subscales of teacher self-efficacy.

Anahtar Kelimeler

Primary school, teacher, resistance to change, self-efficacy

İlköğretim Okulu Öğretmenlerinin Değişime Direnme Davranışları ile Öz Yeterlikleri Arasındaki İlişki

Öz

Bu araştırmanın amacı ilköğretim okulu öğretmenlerinin değişime direnme davranışları ile öz yeterlik düzeyleri arasındaki ilişkilerin incelenmesidir. Araştırma ilişkisel tarama modelinde kurgulanmıştır. Araştırmanın örneklemini Ankara il merkezinde bulunan 14 ilköğretim okulunda görev yapan 415 öğretmen oluşturmaktadır. Araştırma verileri “Değişime Direnme Ölçeği” ve “Öğretmen Öz Yeterlik Ölçeği” aracılığıyla toplanmıştır. Verilerin analizinde Pearson Momentler Çarpımı Korelasyon Katsayısı ve çoklu doğrusal regresyon analizinden yararlanılmıştır. Araştırma sonuçları değişime direnmenin öğretmen öz yeterliğinin tüm alt boyutlarıyla negatif yönde ilişkili olduğunu göstermektedir. Bununla birlikte, öğretmen öz yeterliğinin alt boyutları arasında pozitif yönlü ilişkiler tespit edilmiştir. Ayrıca, regresyon analizi sonuçları öğretmen öz yeterliğinin her üç boyutunun da değişime direnmenin anlamlı birer yordayıcısı olmadığı tespit edilmiştir.

Anahtar Kelimeler

İlköğretim okulu, öğretmen, değişime direnme, öz yeterlik

Kaynakça

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