Teacher Self-Efficacy Perceptions, Learning Oriented Motivation, Lifelong Learning Tendencies of Candidate Teachers: A Modeling Study
Abstract
Problem
Statement:
While the concept of professional self-efficacy corresponds to the power and
belief employees feel related to tasks they are performing, motivation can be
defined as the internal energy which shapes work related behaviors of employees
positively. Although there are many features that teachers and candidate
teachers must have, the self-efficacy perception and the motivation to learning
and teaching are two significant concepts that make teaching profession
valuable. Additionally, teachers and the candidate teachers are expected to put
value on learning throughout the life span. For this reason it is assumed that
lifelong learning tendency can be considered as one of the most valuable
determiner of teacher self-efficacy perception and motivation for candidate teachers.
Purpose
of the Study: In
this respect, relationships between learning oriented motivations and teacher
self-efficacy perceptions of candidate teachers are discussed within the
context of structural equation modeling, and it is aimed to be explained
through lifelong learning tendencies.
Method: The research population, in which
descriptive method is used, is formed by 4419 candidate teachers studying in
Çanakkale Onsekiz Mart University (ÇOMÜ), the research sample is formed by 382
candidate teachers of 5 departments of Faculty of Education. The data was
obtained with "Learning Oriented Motivation", "Lifelong Learning
Tendencies" and "Teacher Self Efficacy" scales.
Findings:
Data analysis of
the study revealed that level of learning oriented motivation, lifelong
learning tendencies and self-efficacy perceptions towards teaching profession
of candidate teachers are high, and the whole of the relationship between
learning oriented motivation of candidate teachers and self-efficacy
perceptions towards teaching profession is provided through lifelong learning
tendencies.
Conclusion and Recommendations: Teacher candidates have a high level
of perception towards learning oriented motivation, lifelong learning
tendencies and self-efficacy. Also there is a positive relationship between
their perceptions about them. Concerning the results of the study, it can be
suggested that supportive studies for learning oriented motivation level and
lifelong learning competences should be realized so as to make teaching
oriented self-efficacy perceptions of candidate teachers more positive.
Additionally, the need of including lifelong learning concept to faculties of
education and programs more effectively and the importance of reflecting it to
candidate teachers by teaching staff should be arisen. Lastly, lifelong
learning opportunities in faculties of education should be diversified;
candidate teachers' access to learning opportunities such as library, internet,
courses and seminars should be facilitated.
Keywords
Teacher self-efficacy learning oriented motivation lifelong learning tendency candidate teacher teaching profession
References
- Aybek, B. (2016). The relationship between prospective teachers' media and television literacy and critical thinking dispositions. Eurasian Journal of Educational Research, 63, 261-278, http://dx.doi.org/ 10.14689/ejer.2016.63.15.
- Bandura, A. (2001). Social cognitive theory: And Angetic. Annual Review of Psychology, 54(1), 1-26.
- Baysura, D., Altun, S., & Yucel-Toy, B. (2016). Perceptions of teacher candidates regarding project-based learning. Eurasian Journal of Educational Research, 62, http://dx.doi.org/10.14689/ejer.2016.62.3.
- Blunch, N. (2008). Introduction to structural equation modelling using SPSS and Amos. London: Sage Publications Ltd.
- Bollen, K. A. (1989). Structural equations with latent variables. San Francisco: John Wiley&Sons.
- Buyukozturk, S., Akgun, O. E., Ozkahveci, O., & Demirel, F. (2004). Gudulenme ve ogrenme stratejileri olceginin Turkçe formunun gecerlik ve guvenirlik calismasi [Validity and reliability study of motivation and learning strategies scale]. Kuram ve Uygulamada Egitim Bilimleri, 4(2), 207-239.
- Colman, M. A. (2009). A dictionary of psychology. New York: Oxford University Press.
- Capa Aydin, Y., Cakiroglu, J., & Sarikaya, H. (2005). The development and validation of a Turkish version of the teachers’ sense of efficacy scale. Egitim ve Bilim, 30(137), 74-81.
- Demirkol, A., Y. (2012). Ogretmen adaylarinin psikolojik ozellikleri uzerine bir arastirma [A study on psychological traits of candidate teachers]. Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic, 7(4), 1441-1451.
- Diker Coskun, Y. (2009). Universite ogrencilerinin yasam boyu ogrenme egilimlerinin bazi degiskenler acisindan incelenmesi [A stıdy on some traits of university studnets within the frame of life long learning tendency]. Yayınlanmamış Doktora Tezi (Doctorate Thesis), Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
- Diker Coskun, Y., & Demirel, M. (2012). Universite ogrencilerinin yasam boyu ogrenme egilimleri [Life long learning tendencies of university students]. Hacettepe Universitesi Egitim Fakultesi Dergisi, 42, 108-120.
- Dogutas, A. (2016). Teacher candidates' perceptions of standards in an education program at a university in Turkey. Eurasian Journal of Educational Research, 63, 1-20, http://dx.doi.org/ 10.14689/ejer.2016.63.1.
- Erdem, A. R., & Gozel, E. (2014). Sinif ogretmeni adaylarinin ogretmenlik meslegine iliskin motivasyon duzeyleri [Motivation levels of classroom teachers candidates towards teaching profession]. Akademik Sosyal Arastirmalar Dergisi (The Journal of Academic Social Science), 2(1), 49-60.
- Evin Gencel, I. (2013). Ogretmen adaylarinin yasam boyu ogrenme yeterliklerine yonelik algilari [Life long learning perceptions of candidate teachers]. Egitim ve Bilim, 38 (170), 237-252.
- Fairclough, M. (2008). Supporting learners in the lifelong learning sector. New York: Open University Press. Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tahtam, R. L. (2006). Multivariate data analysis. New Jersey, USA: Pearson Education LTD.
- Hoyle, R. H. (2012). Handbook of structural equation modeling. New York: Guilford Press.
- Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes incovariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
- Irizarry, R. (2002). Self-efficacy & Motivation effects on online psychology student retention. The United States Distance Learning Online Journal, 16(12), 55-64.
- Isıktas, S. (2015). Ogretmen adaylarinin iyi ogretmen olma ile ilgili gorusleri [Teacher candidates’ views on being a good teacher]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) 30(4), 119-131.
- Karadag, E. (2009). Ruhsal liderlik ve orgut kulturu: Bir yapısal esitlik modelleme calismasi [Mental leadership and organizational culture: A structural equation modeling study]. Kuram ve Uygulamada Eğitim Bilimleri, 9(3), 1357-1405.
- Karatas, A. (2013). Ilkogretim ogretmen adaylari icin meslek etiginin onemi [Importance of professional ethics for primary school teacher candidates]. Marmara Cografya Dergisi, 28, 304-318.
- Kazu, H., & Demiralp, D. (2016). Faculty members' views on the effectiveness of teacher training programs to upskill life-long learning competence. Eurasian Journal of Educational Research, 63, 205-224, http://dx.doi.org/ 10.14689/ejer.2016.63.12.
- Kline, B. R. (2010). Principles and practice of structural equation modeling, Third Edition (Methodology in the social sciences). New York: Guilford Press.
- Oguz, A. (2012). Sinif ogretmeni adaylarinin akademik oz yeterlik inanclari [Academic self-efficacy beliefs of classroom teacher candidates]. Anadolu Journal of Educational Sciences International, 2(2), 15-28.
- Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding & S. Rayner (Eds.), Perception (pp. 239-266). London: Ablex Publishing.
- Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A Manual for the use of the motivated strategies for learning. Michigan: School of Education Building, The University of Michigan. (ERIC No. ED338122)
- Schwarzer, R. (1992). Self-efficacy: Thought control of action. New York: Taylor&Francis.
- Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
- Turkmen, M. (2011). Oznel iyi olusun yapisi ve anababa tutumlari, ozsaygi ve sosyal destekle iliskisi: Bir model sinamasi [The structure of subjective well-being and its relationship to parenting style, self esteem and social support: A model test] Yayınlanmamış Doktora Tezi (Doctorate Thesis), Ankara Universitesi Egitim Bilimleri Enstitusu, Ankara.
- Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. San Francisco: John Wiley&Sons.
Öğretmen Adaylarının Öz Yeterlik Algıları, Öğrenme Yönelimli Motivasyonları ve Yaşam Boyu Öğrenme Eğilimleri: Bir Modelleme Çalışması
Abstract
Problem Durumu: Yaşam boyu
öğrenme tüm bireyler için önem taşısa da, özellikle öğretmen ve öğretmen
adayları için de bir yaşam felsefesi haline getirilmesi gereken ve aynı zamanda
öğrencilerine aşılamaları günümüz yaşam koşullarında zorunluluk halini almış
bir kavramdır. Kişisel ve sosyal eğitimin yanında, yaşam boyu öğrenmenin iş
temelli öğrenme ve formal eğitim sisteminin tüm öğeleri ile ilişkisi
bulunmaktadır. Bu bilgilerden yola
çıkarak, yaşam boyu öğrenme, bilgi ve yetenekleri teşvik etme, yenilikçi
öğrenme fırsatlarını ortaya koyma ve öğrenmeyi bir yaşam unsuru haline getirme
olarak tanımlanabilmektedir. Bu sebepten dolayı, yaşam boyu öğrenmeyi bir yaşam
felsefesi haline getiren öğretmenler tarafından yetiştirilen öğrenciler
toplumun da öğrenme temelli şekil almasına katkıda bulunacaktır. Aday
öğretmenler açısından bakıldığında, yaşam boyu öğrenme becerilerinin yanında
bazı diğer bireysel özellikler de mesleki yaşamları açısından önem
taşımaktadır. Bunlar içerisinde yer alan mesleki öz yeterlik kavramı bireylerin
mesleki açıdan kendilerinden beklenen görevleri yerine getirme sürecinde sahip
oldukları ve hissettikleri yeterlik algısını ifade ederken, motivasyon ise bir
görevi yerine getirmeye yönelik bireylerin hissettikleri fiziksel ve psikolojik
hazır olma durumudur. Yaşam boyu
öğrenme, mesleki öz yeterlik algısı ve motivasyon kavramları birlikte
değerlendirildiğinde, öğretmen adaylarının yaşam boyu öğrenme konusundaki hazır
bulunuşları, ileride gerçekleştirecekleri öğretmenlik mesleğine ilişkin
yeterlik tutumlarını ve mesleği icra etmeye yönelik motivasyonlarını olumlu yönde
etkileyeceği söylenebilir.
Araştırmanın Amacı: Bu araştırmanın
amacı, öğretmen adaylarının öğrenmeye yönelik motivasyonları ve mesleki öz
yeterlik algıları arasındaki ilişkiyi ortaya koymak ve bu ilişkiyi yaşam boyu
öğrenme eğilimi aracılığı ile açıklamaktır. Bu amaç çerçevesinde şu alt
problemlere yanıt aranacaktır;
Keywords
Öğretmen öz yeterlik öğrenme yönelimli motivasyon yaşam boyu öğrenme eğilimi öğretmen adayı
References
- Aybek, B. (2016). The relationship between prospective teachers' media and television literacy and critical thinking dispositions. Eurasian Journal of Educational Research, 63, 261-278, http://dx.doi.org/ 10.14689/ejer.2016.63.15.
- Bandura, A. (2001). Social cognitive theory: And Angetic. Annual Review of Psychology, 54(1), 1-26.
- Baysura, D., Altun, S., & Yucel-Toy, B. (2016). Perceptions of teacher candidates regarding project-based learning. Eurasian Journal of Educational Research, 62, http://dx.doi.org/10.14689/ejer.2016.62.3.
- Blunch, N. (2008). Introduction to structural equation modelling using SPSS and Amos. London: Sage Publications Ltd.
- Bollen, K. A. (1989). Structural equations with latent variables. San Francisco: John Wiley&Sons.
- Buyukozturk, S., Akgun, O. E., Ozkahveci, O., & Demirel, F. (2004). Gudulenme ve ogrenme stratejileri olceginin Turkçe formunun gecerlik ve guvenirlik calismasi [Validity and reliability study of motivation and learning strategies scale]. Kuram ve Uygulamada Egitim Bilimleri, 4(2), 207-239.
- Colman, M. A. (2009). A dictionary of psychology. New York: Oxford University Press.
- Capa Aydin, Y., Cakiroglu, J., & Sarikaya, H. (2005). The development and validation of a Turkish version of the teachers’ sense of efficacy scale. Egitim ve Bilim, 30(137), 74-81.
- Demirkol, A., Y. (2012). Ogretmen adaylarinin psikolojik ozellikleri uzerine bir arastirma [A study on psychological traits of candidate teachers]. Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic, 7(4), 1441-1451.
- Diker Coskun, Y. (2009). Universite ogrencilerinin yasam boyu ogrenme egilimlerinin bazi degiskenler acisindan incelenmesi [A stıdy on some traits of university studnets within the frame of life long learning tendency]. Yayınlanmamış Doktora Tezi (Doctorate Thesis), Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
- Diker Coskun, Y., & Demirel, M. (2012). Universite ogrencilerinin yasam boyu ogrenme egilimleri [Life long learning tendencies of university students]. Hacettepe Universitesi Egitim Fakultesi Dergisi, 42, 108-120.
- Dogutas, A. (2016). Teacher candidates' perceptions of standards in an education program at a university in Turkey. Eurasian Journal of Educational Research, 63, 1-20, http://dx.doi.org/ 10.14689/ejer.2016.63.1.
- Erdem, A. R., & Gozel, E. (2014). Sinif ogretmeni adaylarinin ogretmenlik meslegine iliskin motivasyon duzeyleri [Motivation levels of classroom teachers candidates towards teaching profession]. Akademik Sosyal Arastirmalar Dergisi (The Journal of Academic Social Science), 2(1), 49-60.
- Evin Gencel, I. (2013). Ogretmen adaylarinin yasam boyu ogrenme yeterliklerine yonelik algilari [Life long learning perceptions of candidate teachers]. Egitim ve Bilim, 38 (170), 237-252.
- Fairclough, M. (2008). Supporting learners in the lifelong learning sector. New York: Open University Press. Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tahtam, R. L. (2006). Multivariate data analysis. New Jersey, USA: Pearson Education LTD.
- Hoyle, R. H. (2012). Handbook of structural equation modeling. New York: Guilford Press.
- Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes incovariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
- Irizarry, R. (2002). Self-efficacy & Motivation effects on online psychology student retention. The United States Distance Learning Online Journal, 16(12), 55-64.
- Isıktas, S. (2015). Ogretmen adaylarinin iyi ogretmen olma ile ilgili gorusleri [Teacher candidates’ views on being a good teacher]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) 30(4), 119-131.
- Karadag, E. (2009). Ruhsal liderlik ve orgut kulturu: Bir yapısal esitlik modelleme calismasi [Mental leadership and organizational culture: A structural equation modeling study]. Kuram ve Uygulamada Eğitim Bilimleri, 9(3), 1357-1405.
- Karatas, A. (2013). Ilkogretim ogretmen adaylari icin meslek etiginin onemi [Importance of professional ethics for primary school teacher candidates]. Marmara Cografya Dergisi, 28, 304-318.
- Kazu, H., & Demiralp, D. (2016). Faculty members' views on the effectiveness of teacher training programs to upskill life-long learning competence. Eurasian Journal of Educational Research, 63, 205-224, http://dx.doi.org/ 10.14689/ejer.2016.63.12.
- Kline, B. R. (2010). Principles and practice of structural equation modeling, Third Edition (Methodology in the social sciences). New York: Guilford Press.
- Oguz, A. (2012). Sinif ogretmeni adaylarinin akademik oz yeterlik inanclari [Academic self-efficacy beliefs of classroom teacher candidates]. Anadolu Journal of Educational Sciences International, 2(2), 15-28.
- Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding & S. Rayner (Eds.), Perception (pp. 239-266). London: Ablex Publishing.
- Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A Manual for the use of the motivated strategies for learning. Michigan: School of Education Building, The University of Michigan. (ERIC No. ED338122)
- Schwarzer, R. (1992). Self-efficacy: Thought control of action. New York: Taylor&Francis.
- Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
- Turkmen, M. (2011). Oznel iyi olusun yapisi ve anababa tutumlari, ozsaygi ve sosyal destekle iliskisi: Bir model sinamasi [The structure of subjective well-being and its relationship to parenting style, self esteem and social support: A model test] Yayınlanmamış Doktora Tezi (Doctorate Thesis), Ankara Universitesi Egitim Bilimleri Enstitusu, Ankara.
- Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. San Francisco: John Wiley&Sons.
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | October 15, 2016 |
| Published in Issue | Year 2016 Volume: 16 Issue: 65 |
