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Öğretmen Adaylarının Özyeterlik İnançları ve Mesleğe Yönelik Tutumlarının Kanonik Korelasyon Analizi ile İncelenmesi

Yıl 2012, Cilt: 11 Sayı: 2, 332 - 341, 26.06.2012

Öz

Bu çalışmanın amacı öğretmen adaylarının özyeterlik inançları ile öğretmenlik mesleğine yönelik tutumları arasındaki ilişkiyi incelemektir. Çalışmaya son sınıfta öğrenim görmekte olan 315 öğretmen adayı katılmıştır. Veri toplamak için Öğretmen Özyeterlik Ölçeği ve Öğretmenlik Mesleğine Karşı Tutum Ölçeği kullanılmıştır. Kanonik korelasyon analizi sonuçları öğrenciyi derse katmaya ve öğretim yöntemlerini kullanmaya dair yüksek özyeterliğe sahip öğretmen adaylarının öğretmenlik mesleğini daha çok sevdiğini göstermiştir. Fakat sınıf yönetimine dair özyeterlik düzeyi ile öğretmenlik mesleğini sevme boyutu arasında ilişki bulunmamıştır. Ayrıca, bu çalışmadaki bulgular öğretmen özyeterliğinin alt boyutlarının öğretmenlik mesleğine yönelik tutumun saygı alt boyutu ile anlamlı bir ilişkisi olmadığını göstermiştir. Sonraki araştırmalar için tavsiyeler sunulmaktadır

Kaynakça

  • Allinder, R.M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86-95.
  • Atay, D. (2007). Beginning teacher efficacy and the practicum in an EFL context. Teacher Development, 11(2), 203-219.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
  • Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. N.J.: Prentice-Hall.
  • Bandura, A (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Burley, W. W., Hall, B. W., Villeme, M.G. & Brockmeier, L. L. (1991) A path analysis of the mediating role of efficacy in first-year teachers’ experiences, reactions, and plans. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
  • Cakiroglu, E. & Cakiroglu, J. (2003). Reflections on teacher education in Turkey. European Journal of Teacher Education, 26(2), 253-264
  • Capa, Y., Cakiroglu, J. & Sarikaya, H. (2005). The development and validation of a Turkish version of the teachers’ sense of efficacy scale. Education and Science, 30(137), 74-81.
  • 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.
  • Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. Journal of Experimental Education, 60, 323-337.
  • Czerniak, C. M., & Lumpe, A. T. (1996). Relationship between teacher beliefs and science education reform. Journal of Science Teacher Education 7: 247-266.
  • Çapa, Y. & Çil, N. (2000). Öğretmen adaylarının öğretmenlik mesleğine yönelik tutumlarının farklı değişkenler açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 18, 69- 73.
  • De Forest, P.A. & Hughes, J.N. (1992). Effect of teacher involvement and teacher self-efficacy on ratings of consultant effectiveness and intervention acceptability. Journal of Educational & Psychological Consultation, 3, 301-316.
  • Dembo, M. H. & Gibson, S. (1985). Teachers’ sense of efficacy: An important factor in school improvement. Elementary School Journal, 86, 173-184.
  • Enochs, L. G. & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A pre-service elementary scale. School Science and Mathematics, 90, 694- 706.
  • Evans, E. D. & Tribble, M. (1986). Perceived teaching problems, self-efficacy and commitment to teaching among preservice teachers. Journal of Educational Research, 80 (2), 81-85.
  • Fantilli, R. D. & McDougall, D. E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25, 814-825.
  • Fraenkel, J. R. & Wallen, N. E (2006). How to Design and Evaluate Research in Education (6th Ed.). New York: McGraw-Hill
  • Ghaith, G. & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13, 451-458.
  • Gibson, S. & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology 76: 569-582.
  • Guskey, T. R. (1984). The influence of change in instructional effectiveness upon the affective characteristics of teachers. American Educational Research Journal, 21, 245-259.
  • Guskey, T. R. (1987). Teacher efficacy, self-concept, and attitudes toward the implementation of mastery learning. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.
  • Hall, B., Burley, W., Villeme, M. & Brockmeier, L. (1992). An attempt to explicate teacher efficacy beliefs among first year teachers. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
  • Henson, R. K. (2001). Relationships between preservice teachers’ self-efficacy, task analysis, and classroom management beliefs. Paper presented at the annual meeting of the Southwest Educational Research Association, New Orleans, LA.
  • Karasar, N. (1999). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Knoblauch, D. & Woolfolk Hoy, A. (2008). “Maybe I can teach those kids.” The influence of contextual factors on student teachers’ efficacy beliefs. Teaching and Teacher Education, 24, 166-179.
  • Liaw, E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25, 814-825.
  • Midgley, C., Feldlaufer, H. & Eccles, J. (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. P. & Esselman, M. E. (1992). Teacher efficacy, empowerment, and a focused instructional climate: does student achievement benefit? Paper presented at the annual conference of the American Educational Research Association, San Francisco.
  • Mulholland, J. & Wallace, J. (2001). Teacher induction and elementary science teaching: enhancing self-efficacy. Teaching and Teacher Education, 17, 243-261.
  • Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Riggs, I. M. & Enochs, L.G. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74(6), 625-637.
  • Ross, J. A. (1992). Teacher efficacy and the effects of coaching on student achievement. Canadian Journal of Education, 17, 51-65.
  • Ross, J. A. (1994). Beliefs that make a difference: the origins and impacts of teacher efficacy. Paper presented at the annual meeting of the Canadian Association for Curriculum Studies, Calgary.
  • Rots, I., Aelterman, A., Vlerick, P. & Vermeulen, K. (2007). Teacher education, graduates’ teaching commitment and entrance into the teaching profession. Teaching and Teacher Education, 23, 543-556.
  • Saklofske, D., Michayluk, B. & Randhawa, B. (1998). Teachers’ efficacy and teaching behaviors. Psychological Report 63: 407-414.
  • Savran-Gencer, A. & Cakiroglu, J. (2007). Turkish preservice science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education, 23, 664-675.
  • Simpson, R.D., Koballa, T.R. Jr., Oliver, J.S. & Crawley, F.E. (1994). Research on the affective dimension of science learning. D. White (Ed). Handbook of Research on Science Teaching and Learning. New York: MacMillan Publishing Company.: 211-235.
  • Stein, M. K. & Wang, M. C. (1988). Teacher development and school improvement: the process of teacher change. Teaching and Teacher Education, 4(2), 171-187.
  • Stevens, J. (2002). Applied multivariate statistics for the social sciences (4th Ed.). New Jersey: Lawrence Erlbaum.
  • Sunger, M. (2007). An analysis of efficacy beliefs, epistemological beliefs and attitudes towards science in preservice elementary science teachers and secondary science teachers. (Unpublished master’s thesis). Middle East Technical University, Ankara.Turkey
  • Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics (5th Ed.) Boston: Allyn and Bacon.
  • Tschannen-Moran, M. & Woolfolk-Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
  • Tschannen-Moran, M. & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and teacher Education, 23, 944-956.
  • Tschannen-Moran, M., Woolfolk Hoy, A. & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.
  • Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54, 143-178.
  • Watters, J. J. & Ginns, I. S. (1995). Origins of and changes in preservice teachers’ science teaching efficacy. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.
  • Wertheim, C. & Leyser, Y. (2002). Efficacy beliefs, background variables, and differentiated instruction of Israeli prospective teachers. The Journal of Educational Research, 11, 54-62.
  • Woolfolk, A.E. & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81-91.
  • Woolfolk Hoy, A. & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teacher and Teacher Education, 21, 343-356.

Investigation of Pre-service Teachers\' Self-Efficacy Beliefs and Attitudes toward Teaching Profession through Canonical Analysis

Yıl 2012, Cilt: 11 Sayı: 2, 332 - 341, 26.06.2012

Öz

This study aimed to investigate the relationship between pre-service teachers’ self-efficacy beliefs
and their attitudes toward teaching as a profession. The participants were 315 senior-year pre-service teachers.
Data were collected using “Teacher’s Sense of Efficacy Scale” (TSES) and “Attitudes toward Teaching as a
Profession Scale” (ATTPS). Result of canonical analysis indicated a relationship between the two variables of
teacher efficacy (efficacy in student engagement and in instructional strategy) and one variable of attitude toward
teaching as a profession (like-dislike). However, pre-service teachers’ efficacy in classroom management was
not associated with liking teaching profession. In addition, no significant correlation was found between teacher
efficacy beliefs and respecting the teaching profession. Suggestions for further research are also provided.

Kaynakça

  • Allinder, R.M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86-95.
  • Atay, D. (2007). Beginning teacher efficacy and the practicum in an EFL context. Teacher Development, 11(2), 203-219.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
  • Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. N.J.: Prentice-Hall.
  • Bandura, A (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Burley, W. W., Hall, B. W., Villeme, M.G. & Brockmeier, L. L. (1991) A path analysis of the mediating role of efficacy in first-year teachers’ experiences, reactions, and plans. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
  • Cakiroglu, E. & Cakiroglu, J. (2003). Reflections on teacher education in Turkey. European Journal of Teacher Education, 26(2), 253-264
  • Capa, Y., Cakiroglu, J. & Sarikaya, H. (2005). The development and validation of a Turkish version of the teachers’ sense of efficacy scale. Education and Science, 30(137), 74-81.
  • 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.
  • Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. Journal of Experimental Education, 60, 323-337.
  • Czerniak, C. M., & Lumpe, A. T. (1996). Relationship between teacher beliefs and science education reform. Journal of Science Teacher Education 7: 247-266.
  • Çapa, Y. & Çil, N. (2000). Öğretmen adaylarının öğretmenlik mesleğine yönelik tutumlarının farklı değişkenler açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 18, 69- 73.
  • De Forest, P.A. & Hughes, J.N. (1992). Effect of teacher involvement and teacher self-efficacy on ratings of consultant effectiveness and intervention acceptability. Journal of Educational & Psychological Consultation, 3, 301-316.
  • Dembo, M. H. & Gibson, S. (1985). Teachers’ sense of efficacy: An important factor in school improvement. Elementary School Journal, 86, 173-184.
  • Enochs, L. G. & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A pre-service elementary scale. School Science and Mathematics, 90, 694- 706.
  • Evans, E. D. & Tribble, M. (1986). Perceived teaching problems, self-efficacy and commitment to teaching among preservice teachers. Journal of Educational Research, 80 (2), 81-85.
  • Fantilli, R. D. & McDougall, D. E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25, 814-825.
  • Fraenkel, J. R. & Wallen, N. E (2006). How to Design and Evaluate Research in Education (6th Ed.). New York: McGraw-Hill
  • Ghaith, G. & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13, 451-458.
  • Gibson, S. & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology 76: 569-582.
  • Guskey, T. R. (1984). The influence of change in instructional effectiveness upon the affective characteristics of teachers. American Educational Research Journal, 21, 245-259.
  • Guskey, T. R. (1987). Teacher efficacy, self-concept, and attitudes toward the implementation of mastery learning. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.
  • Hall, B., Burley, W., Villeme, M. & Brockmeier, L. (1992). An attempt to explicate teacher efficacy beliefs among first year teachers. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
  • Henson, R. K. (2001). Relationships between preservice teachers’ self-efficacy, task analysis, and classroom management beliefs. Paper presented at the annual meeting of the Southwest Educational Research Association, New Orleans, LA.
  • Karasar, N. (1999). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Knoblauch, D. & Woolfolk Hoy, A. (2008). “Maybe I can teach those kids.” The influence of contextual factors on student teachers’ efficacy beliefs. Teaching and Teacher Education, 24, 166-179.
  • Liaw, E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25, 814-825.
  • Midgley, C., Feldlaufer, H. & Eccles, J. (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. P. & Esselman, M. E. (1992). Teacher efficacy, empowerment, and a focused instructional climate: does student achievement benefit? Paper presented at the annual conference of the American Educational Research Association, San Francisco.
  • Mulholland, J. & Wallace, J. (2001). Teacher induction and elementary science teaching: enhancing self-efficacy. Teaching and Teacher Education, 17, 243-261.
  • Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Riggs, I. M. & Enochs, L.G. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74(6), 625-637.
  • Ross, J. A. (1992). Teacher efficacy and the effects of coaching on student achievement. Canadian Journal of Education, 17, 51-65.
  • Ross, J. A. (1994). Beliefs that make a difference: the origins and impacts of teacher efficacy. Paper presented at the annual meeting of the Canadian Association for Curriculum Studies, Calgary.
  • Rots, I., Aelterman, A., Vlerick, P. & Vermeulen, K. (2007). Teacher education, graduates’ teaching commitment and entrance into the teaching profession. Teaching and Teacher Education, 23, 543-556.
  • Saklofske, D., Michayluk, B. & Randhawa, B. (1998). Teachers’ efficacy and teaching behaviors. Psychological Report 63: 407-414.
  • Savran-Gencer, A. & Cakiroglu, J. (2007). Turkish preservice science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education, 23, 664-675.
  • Simpson, R.D., Koballa, T.R. Jr., Oliver, J.S. & Crawley, F.E. (1994). Research on the affective dimension of science learning. D. White (Ed). Handbook of Research on Science Teaching and Learning. New York: MacMillan Publishing Company.: 211-235.
  • Stein, M. K. & Wang, M. C. (1988). Teacher development and school improvement: the process of teacher change. Teaching and Teacher Education, 4(2), 171-187.
  • Stevens, J. (2002). Applied multivariate statistics for the social sciences (4th Ed.). New Jersey: Lawrence Erlbaum.
  • Sunger, M. (2007). An analysis of efficacy beliefs, epistemological beliefs and attitudes towards science in preservice elementary science teachers and secondary science teachers. (Unpublished master’s thesis). Middle East Technical University, Ankara.Turkey
  • Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics (5th Ed.) Boston: Allyn and Bacon.
  • Tschannen-Moran, M. & Woolfolk-Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
  • Tschannen-Moran, M. & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and teacher Education, 23, 944-956.
  • Tschannen-Moran, M., Woolfolk Hoy, A. & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.
  • Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54, 143-178.
  • Watters, J. J. & Ginns, I. S. (1995). Origins of and changes in preservice teachers’ science teaching efficacy. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.
  • Wertheim, C. & Leyser, Y. (2002). Efficacy beliefs, background variables, and differentiated instruction of Israeli prospective teachers. The Journal of Educational Research, 11, 54-62.
  • Woolfolk, A.E. & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81-91.
  • Woolfolk Hoy, A. & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teacher and Teacher Education, 21, 343-356.
Toplam 51 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Ayşegül Tarkın Bu kişi benim

Esen Uzuntiryaki

Yayımlanma Tarihi 26 Haziran 2012
Yayımlandığı Sayı Yıl 2012 Cilt: 11 Sayı: 2

Kaynak Göster

APA Tarkın, A., & Uzuntiryaki, E. (2012). Öğretmen Adaylarının Özyeterlik İnançları ve Mesleğe Yönelik Tutumlarının Kanonik Korelasyon Analizi ile İncelenmesi. İlköğretim Online, 11(2), 332-341.
AMA Tarkın A, Uzuntiryaki E. Öğretmen Adaylarının Özyeterlik İnançları ve Mesleğe Yönelik Tutumlarının Kanonik Korelasyon Analizi ile İncelenmesi. İOO. Haziran 2012;11(2):332-341.
Chicago Tarkın, Ayşegül, ve Esen Uzuntiryaki. “Öğretmen Adaylarının Özyeterlik İnançları Ve Mesleğe Yönelik Tutumlarının Kanonik Korelasyon Analizi Ile İncelenmesi”. İlköğretim Online 11, sy. 2 (Haziran 2012): 332-41.
EndNote Tarkın A, Uzuntiryaki E (01 Haziran 2012) Öğretmen Adaylarının Özyeterlik İnançları ve Mesleğe Yönelik Tutumlarının Kanonik Korelasyon Analizi ile İncelenmesi. İlköğretim Online 11 2 332–341.
IEEE A. Tarkın ve E. Uzuntiryaki, “Öğretmen Adaylarının Özyeterlik İnançları ve Mesleğe Yönelik Tutumlarının Kanonik Korelasyon Analizi ile İncelenmesi”, İOO, c. 11, sy. 2, ss. 332–341, 2012.
ISNAD Tarkın, Ayşegül - Uzuntiryaki, Esen. “Öğretmen Adaylarının Özyeterlik İnançları Ve Mesleğe Yönelik Tutumlarının Kanonik Korelasyon Analizi Ile İncelenmesi”. İlköğretim Online 11/2 (Haziran 2012), 332-341.
JAMA Tarkın A, Uzuntiryaki E. Öğretmen Adaylarının Özyeterlik İnançları ve Mesleğe Yönelik Tutumlarının Kanonik Korelasyon Analizi ile İncelenmesi. İOO. 2012;11:332–341.
MLA Tarkın, Ayşegül ve Esen Uzuntiryaki. “Öğretmen Adaylarının Özyeterlik İnançları Ve Mesleğe Yönelik Tutumlarının Kanonik Korelasyon Analizi Ile İncelenmesi”. İlköğretim Online, c. 11, sy. 2, 2012, ss. 332-41.
Vancouver Tarkın A, Uzuntiryaki E. Öğretmen Adaylarının Özyeterlik İnançları ve Mesleğe Yönelik Tutumlarının Kanonik Korelasyon Analizi ile İncelenmesi. İOO. 2012;11(2):332-41.