top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 30 April 2021

Determining Preservice Teachers’ Levels of Self-Efficacy and Occupational Anxiety

Mesut Ozonur

Çukurova University, Turkey

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.04.02.270

Pages: 607-616

Keywords: Preservice Teachers, Occupational Anxiety, Self-Efficacy

Abstract

Teachers are among the key actors of education who are responsible for preparing students to become qualified and well-educated individuals. Therefore, teachers should be trained well throughout their education. The knowledge and skills that teachers acquire throughout their study may have either a positive or a negative impact on their future professional careers. Identifying factors involved in the teaching professional early in the teacher training processes and finding applicable solutions will change the direction of that impact. Against this background, the purpose of this study was to explore the relationship between preservice teachers’ levels of teaching self-efficacy and occupational anxiety and find out whether their self-efficacy and occupational anxiety differ according to the year of study. To this end, a descriptive survey research design was used. The sample consisted of 156 preservice teachers studying at the faculty of education of a university. The “Occupational Anxiety Scale for Prospective Teachers” and the “Teachers’ Sense of Efficacy Scale” were employed as data collection instruments. The analysis results showed that preservice teachers’ self-efficacy differed according to the year of study, while their occupational anxiety did not differ. The results also showed a moderate positive correlation between preservice teachers’ levels of teaching self-efficacy and occupational anxiety. Thus, based on the correlation between teaching self-efficacy and occupational anxiety, it is recommended to make efforts to increase preservice teachers’ self-efficacy and decrease their occupational anxiety during their study.

References

  1. Ahmad, I., & Akbar, R. A. (2020). Examining relationship between self-efficacy beliefs of elementary level English teachers and their implementation practices of formative assessment in punjab. Review of Education, Administration & LAW, 3(2), 123-134.

  2. Aktağ, I., & Walter, J. (2005). Öğretmen adaylarının mesleki yeterlilik duygusu [Teacher efficacy of pre-service teachers]. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 3(4), 127-132.

  3. Ateş, Ö. & Cevher-Kalburan, N. (2016). Okul öncesi öğretmen adaylarının aile katılım çalışmalarına yönelik öz-yeterlik inançlarının incelenmesi [Examination of preschool teacher candidates’ self-efficacy beliefs regarding parents participation]. Akademik Bakış Uluslararası Hakemli Sosyal Bilimler Dergisi, (55), 62-88.

  4. Aycan, A. & Üzüm, H. (2019). Beden eğitimi öğretmen adaylarının mesleki kaygıları [Occupational anxiety of physical education teacher candidates]. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(3), 745-753.

  5. Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. Self-efficacy in Changing Societies, 15, 334.

  6. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.

  7. Bıkmaz, F. H. (2004). Self-efficacy beliefs. In Y. Kuzgun (Eds.), Eğitimde bireysel farklılıklar [Individual differences in education] (1st ed.) Ankara: Nobel Yayın Dağıtım.

  8. Brodar, M. (2020). Pre-service EFL teachers' anxiety about teaching. (Unpublished doctoral dissertation). Josip Juraj Strossmayer University of Osijek. Faculty of Humanities and Social Sciences. Department of English Language and Literature.

  9. Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2), 239-253.

  10. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2011). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem Akademi.

  11. Cabı, E., & Yalçınalp, S. (2013). Öğretmen adaylarına yönelik mesleki kaygı ölçeği (MKÖ): Geçerlik ve güvenirlik çalışması [Occupational anxiety scale for prospective teachers: A study on validity and reliability]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 44(44), 85-96.

  12. Chan, D. W. (2008). General, collective, and domain-specific teacher self-efficacy among Chinese prospective and in-service teachers in Hong Kong. Teaching and Teacher Education, 24, 1057-1069.

  13. Coladarci, T., & Breton, W. A. (1997). Teacher efficacy, supervision, and the special education resource-room teacher. The Journal of Educational Research, 90(4), 230-239.

  14. Çapa, Y., Çakıroğlu, J., & Sarıkaya, H. (2005). Öğretmen özyeterlik ölçeği Türkçe uyarlamasının geçerlik ve güvenirlik çalışması [The development and validation of a Turkish version of the teachers’ sense of efficacy scale]. Eğitim ve Bilim, 30(137).

  15. Çelen, A., & Bulut, D. (2015). Beden eğitimi öğretmen adaylarının mesleğe yönelik kaygılarının belirlenmesi (AİBÜ Örneği) [Assessment of occupational anxiety levels of physical education preservice teachers (AIBU example)]. Akademik Sosyal Araştırmalar Dergisi, 3(18), 247-261.

  16. Dadandı, İ., Kalyon, A., & Yazıcı, H. (2016). Eğitim fakültesinde öğrenim gören ve pedagojik formasyon eğitimi alan öğretmen adaylarının öz-yeterlik inançları, kaygı düzeyleri ve öğretmenlik mesleğine karşı tutumları [Teacher self-efficacy beliefs, concerns and attitudes towards teaching profession of faculty of education and pedagogical formation students]. Bayburt Eğitim Fakültesi Dergisi, 11(1), 253-269.

  17. Davis, K. D. (2007). The academic librarian as instructor: A study of teacher anxiety. College & Undergraduate Libraries, 14(2), 77-101.

  18. Deniz, S., Tican, C. (2017). Öğretmen adaylarının öğretmen öz-yeterlik inançları ile mesleki kaygılarına yönelik görüşlerinin incelenmesi [An investigation of pre-service teachers’ teacher self-efficacy beliefs and opinions for their professional anxieties]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(4), 1838-1859.

  19. Doğan, T., & Çoban, A. E. (2009). Eğitim fakültesi öğrencilerinin öğretmenlik mesleğine yönelik tutumları ile kaygı düzeyleri arasındaki ilişkinin incelenmesi [The investigation of the relations between students’ attitude toward teaching profession and anxiety level in faculty of education]. Eğitim ve Bilim, 34(153), 157-168.

  20. Durdukoca, Ş. F. (2010). Sınıf öğretmeni adaylarının akademik öz yeterlik algılarının çeşitli değişkenler açısından incelenmesi [Analysis of academic self-efficiency beliefs of elementary school teacher candidates using different variables]. Abant İzzet Baysal Üniversitesi Dergisi, 10(1), 69-77.

  21. Erden, M. (1998). Ögretmenlik mesleğine giriş [Introduction to the teaching profession]. İstanbul: Alkım Yayınları.

  22. Goddard, R. D., Hoy, W. K. & Hoy, A. W. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), 3-13.

  23. Gökmen, A., & Ekici, G. (2018). Biyoloji öğretmen adaylarının öğretmen öz-yeterlik algı düzeyleri ile mesleki kaygıları arasındaki ilişkinin incelenmesi [Investigating the relationship between preservice biology teachers’ perception level of teacher self-efficacy and their occupational anxiety]. Anadolu Öğretmen Dergisi, 2(2), 17-2