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The Mediator Role of Learning Agility in the Relationship between Preservice Teachers’ Interpersonal Communication Competence and Teacher Efficacy

Yıl 2024, Cilt: 21 Sayı: 1, 1 - 26, 24.04.2024

F. Özge Maviş Sevim Muhammet Fatih Alkan

https://doi.org/10.33711/yyuefd.1320560

Öz

The purpose of this study was to investigate the structural relationships among preservice teachers’ interpersonal communication competence, teacher efficacy, and learning agility. The participants of this correlational research were composed of 449 preservice teachers. Structural equation modeling was used to analyze data. As a result of data analysis, it was found that learning agility, listening skill, and expressiveness skill had a direct, positive, and significant effect on teacher efficacy. Listening, social relaxation, empathy, and expressiveness skills, which are the four dimensions of interpersonal communication competency, had a direct, positive, and significant effect on learning agility. Additionally, it was observed that learning agility had a positive and significant role in the relationship of empathy and expressiveness skills with teacher efficacy. These findings showed that interpersonal communication competence is an important factor affecting both learning agility and teacher efficacy. The results also showed that learning agility is an important factor in teacher efficacy.

Anahtar Kelimeler

Learning agility interpersonal communication competence teacher efficacy

Kaynakça

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Öğretmen Adaylarının Kişilerarası İletişim Yetkinlikleri ile Öğretmen Özyeterlikleri Arasındaki İlişkide Öğrenme Çevikliğinin Aracı Rolü

Yıl 2024, Cilt: 21 Sayı: 1, 1 - 26, 24.04.2024

F. Özge Maviş Sevim Muhammet Fatih Alkan

https://doi.org/10.33711/yyuefd.1320560

Öz

Bu Çalışmanın amacı öğretmen adaylarının kişisel iletişim yetkinlikleri, öğretmen özyeterlikleri ve öğrenme çevikliği arasındaki yapısal ilişkilerin incelenmesidir. Bu ilişkisel araştırmanın katılımcılarını 449 öğretmen adayı oluşturmuştur. Verilerin analizi yapısal eşitlik modellemesi ile gerçekleştirilmiştir. Analiz sonucunda öğrenme çevikliğinin, dinleme becerisinin ve ifade becerisinin öğretmen özyeterliği üzerinde doğrudan, olumlu ve anlamlı bir etkisi olduğu görülmüştür. Kişilerarası iletişim yetkinliğinin boyutları olan dinleme becerisi, sosyal rahatlık becerisi, empati becerisi ve ifade becerisi öğrenme çevikliğini anlamlı, olumlu ve doğrudan etkilemiştir. Ek olarak, öğrenme çevikliğinin empati becerisi ve ifade becerisi ile öğretmen özyeterliği arasındaki ilişkide anlamlı ve olumlu bir rolü olduğu görülmüştür. Bu bulgular kişilerarası iletişim yetkinliğinin hem öğrenme çevikliğini hem de öğretmen özyeterliğini etkileyen faktörlerden biri olduğunu göstermiştir. Bulgular ayrıca öğrenme çevikliğinin öğretmen özyeterliği üzerinde önemli bir faktör olduğunu ortaya çıkarmıştır.

Anahtar Kelimeler

Öğrenme çevikliği kişilerarası iletişim yetkinliği öğretmen özyeterliği

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  • Yellice-Yüksel, B., Kaner, S., & Güzeller, C. (2011). Öğretmenlerin mesleki yetkinlik, mesleki sosyal destek ve tükenmişlik ilişkisinin yapısal eşitlik modeli ile incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(21), 1-25. https://dergipark.org.tr/tr/pub/maeuefd/issue/19394/205984
  • Yıldız, D., Bakırcı, Ş. & Karaca, Ş. (2022). Öğretmenlerin iletişim becerileri üzerine bir inceleme. Artvin Çoruh Üniversitesi Uluslararası Sosyal Bilimler Dergisi, 8(1), 1-17. https://doi.org/10.22466/acusbd.1062068
  • Yildirim, I. (2021). A study on the effect of instructors’ communication skills on the professional attitudes and self-efficacy of student teachers. Journal of Education for Teaching, 47(4), 605-620. https://doi.org/10.1080/02607476.2021.1902237
  • Yin, H., Tam, W. W. Y., & Lau, E. (2023). Happy teachers are efficacious and committed, but not vice versa: Unraveling the longitudinal relationships between Hong Kong kindergarten teachers’ psychological well-being, self-efficacy, and commitment. Teaching and Teacher Education, 123(1), 103997. https://doi.org/10.1016/j.tate.2022.103997
  • Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015. https://doi.org/10.3102/0034654315626801
  • Zhang, L. J., Fathi, J., & Mohammaddokht, F. (2023). Predicting teaching enjoyment from teachers’ perceived school climate, self-efficacy, and psychological wellbeing at work: EFL teachers. Perceptual and Motor Skills, 130(5), 2269-2299. https://doi.org/10.1177/00315125231182269
  • Zlatić, L., Bjekić, D., Marinković, S., & Bojović, M. (2014). Development of teacher communication competence. Procedia-Social and Behavioral Sciences, 116(1), 606-610. https://doi.org/10.1016/j.sbspro.2014.01.265
Toplam 107 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

F. Özge Maviş Sevim

Muhammet Fatih Alkan 0000-0002-5600-0160

Erken Görünüm Tarihi 20 Nisan 2024
Yayımlanma Tarihi 24 Nisan 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 21 Sayı: 1

Kaynak Göster

APA Maviş Sevim, F. Ö., & Alkan, M. F. (2024). Öğretmen Adaylarının Kişilerarası İletişim Yetkinlikleri ile Öğretmen Özyeterlikleri Arasındaki İlişkide Öğrenme Çevikliğinin Aracı Rolü. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 1-26. https://doi.org/10.33711/yyuefd.1320560
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