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: 07 February 2022

Examination of Teachers' Perceptions of Self-Efficiency and Program Literacy

Rafet Aydın, Sümeyye Kurt

Burdur Mehmet Akif Ersoy 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.1993.05.01.422

Pages: 90-117

Keywords: Perception, Teacher, Self-efficacy, Program, Program literacy

Abstract

The purpose of this research; It consists of determining teachers' self-efficacy perceptions and curriculum literacy and examining whether there is a relationship between them. In this study, the relational survey model, one of the scientific research models, was used. The universe of this research consists of a total of 900 teachers working in the Bucak district of Burdur province. The sample is; consisted of 352 teachers, 133 male and 219 female. The data of the research collected with “Personal Information Form,” “Teacher Self-Efficacy Perception Scale” and “Curriculum Literacy Scale.” The collected data were analyzed with computer package programs. In this study, it was seen that teachers' self-efficacy perceptions were at a high level and these self-efficacy perceptions were the least in the dimension of student motivation and the most in the classroom management dimension. Teachers' self efficacy perceptions; It was concluded that there was no significant difference according to gender, age, educational status and graduated higher education institutions. It was concluded that the curriculum literacy of the teachers, the other dimension of this research, is at a high level. In other words, it was concluded that the teachers had a high level of program literacy. Program literacy of teachers; While there is no significant difference according to gender and graduated higher education institutions; differed significantly according to the educational institutions they worked in. It has been revealed that there is a positive, positive and moderate colleration between teachers' self-efficacy perceptions and their curriculum literacy.

References

  1. Akbulut, E., & Aküzüm, C. (2020). Sınıf öğretmenlerinin öz yeterlilik algıları ile kaynaştırma eğitimine yönelik tutumları arasındaki ilişkinin değerlendirilmesi [Evaluation of the relationship between primary school teachers' self-efficacy perceptions and their attitudes towards inclusive education]. Journal of Dicle University Ziya Gökalp Faculty of Education/ Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (39), 74-91.

  2. Akyıldız, S. (2020). Eğitim programı okuryazarlığı kavramının kavramsal yönden analizi: Bir ölçek geliştirme çalışması [Conceptual analysis of curriculum literacy concept: A scale development study]. Electronic Journal of Social Sciences/Elektronik Sosyal Bilimler Dergisi, 19(73), 315-332.

  3. Alev, S. (2019). Öğretmenlerin öz yeterlilik kavramına ilişkin algıları: Bir olgubilim araştırması [Teachers' perceptions of the concept of self-efficacy: A phenomenological study]. OPUS International Journal of Society Studies/OPUS Uluslararası Toplum Araştırmaları Dergisi, 14 (20), 956-981.

  4. Arslan, A. (2008). Öğretmen adaylarının bilgisayar destekli eğitim yapmaya yönelik tutumları ile öz yeterlik algıları arasındaki ilişki [The relationship between pre-service teachers' attitudes towards computer assisted education and their self-efficacy perceptions.]. Electronic Journal of Social Sciences/ Eletronik Sosyal Bilimler Dergisi, www.esosder.org info@esosder.org ISSN:1304–0278, 7(24), 101-109.

  5. Aslan, S., & Gürlen, E. (2019) Üç boyutlu sanal öğrenme ortamında 5. sınıf düzeyinde kesirlerin öğretimi: Second life örneği[Teaching fractions at the 5th grade level in a three-dimensional virtual learning environment: Second life example].Kırşehir Education Faculty Journal/ Kırşehir Eğitim Fakültesi Dergisi, 20(1), 171-186.

  6. Aston, P. T. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35 (5), 28–32.

  7. Aşkar, P. ve Umay, A. (2002). İlköğretim matematik öğretmenliği öğrencilerinin bilgisayarla ilgili öz-yeterlik algısı [Computer-related self-efficacy perceptions of primary school mathematics teacher students.]. Hacettepe University Faculty of Education Journal/ Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21, 1–8.

  8. Azar, A. (2010). Ortaöğretim fen bilimleri ve matematik öğretmeni adaylarının öz yeterlilik inançları[Self-efficacy beliefs of secondary school science and mathematics teacher candidates]. ZKU Journal of Social Sciences/ZKÜ Sosyal Bilimler Dergisi, 6(12), 235–252

  9. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.

  10. Bandura, A. (1994). Self-efficacy. encyclopedia of human behaviour. (Ed. Ramachaudran, V.S.). New York: Academic Press. Vol. 4, 71–81.

  11. Bandura, A. (1997). Self-Efficacy: The exercise of control. New York: Freeman

  12. Bolat, Y. (2017). Eğitim programı okuryazarlığı kavramı ve eğitim programı okuryazarlığı ölçeği [The concept of curriculum literacy and curriculum literacy scale]. International periodical for the languages, literature and history of Turkish or Turkic,12(18), 121-138.

  13. Bolat, Y. (2017). Öğrenci gözüyle sınıfın örtük programı[The hidden curriculum of the class from the student's point of view.]. Adıyaman University Journal of Social Sciences/Adıyaman Üniversitesi Sosyal Bilimler Dergisi, 7 (18), 510-536.

  14. Boncuk, A. (2021). Öğretmenlerin program okuryazarlıkları ile öğretim programına bağlılıkları arasındaki ilişkinin incelenmesi [Examining the relationship between teachers' curriculum literacy and their commitment to the curriculum]. Anadolu Türk Eğitim Dergisi, 3(1), 88-108.

  15. Buluç, B., & Demir, S. (2015). İlk ve ortaokul öğretmenlerinin öz-yeterlik algıları ile iş doyumları arasındaki ilişki[The relationship between primary and secondary school teachers' self-efficacy perceptions and job satisfaction] . Ahi Evran University Journal of Kirsehir Education Faculty/ Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 16 (1), 289-308.

  16. Büyüköztürk, Ş. (2009). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni SPSS uygulamaları ve yorum [Data analysis handbook for social sciences: Statistics, research design SPSS applications and interpretation]. Ankara: Pegem Akademi.

  17. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Bilimsel araştırma yöntemleri (24. Baskı)[ Scientific research methods (24th Edition)]. Ankara: Pegem Akademi Yayınları.

  18. Çetinkaya, S. , & Tabak, S. (2019). Öğretmen adaylarının eğitim programı okuryazarlık yeterlilikleri [Education program literacy competencies of teacher candidates]. Ondokuz Mayıs University Journal of the Faculty of Education/Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 38(1), 296-309. DOI: https://doi.org/10.7822/omuefd.535482

  19. Deniz, S. , & Tican, C. (2017). Öğretmen adaylarının öğretmen öz-yeterlik inançları ile mesleki kaygılarına yönelik görüşlerinin incelenmesi [Examination of pre-service teachers' views on teacher self-efficacy beliefs and professional concerns]. Abant İzzet Baysal University Journal of the Faculty of Education/Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17 (4), 1838-1859.

  20. Doğan, H. (1997). Eğitimde program ve öğretim tasarımı [Data analysis handbook for social sciences: Statistics, research design SPSS applications and interpretation]. Ankara; Önder Matbaacılık

  21. Dolapcı, S., & Demirtaş, V. Y. (2016). Öğretmen adaylarının öz-yeterlilik algıları ve kaynaştırma eğitimine bakış açıları [Self-efficacy perceptions of teacher candidates and their perspectives on inclusive education]. Western Anatolian Journal of Educational Sciences/Batı Anadolu Eğitim Bilimleri Dergisi, 7(13), 141-160.

  22. Döş, B., & Özşahin, C. (2019). Öğretmenlerin sosyal medya bağımlılığı, öğretmenlik öz-yeterlilikleri ve motivasyonları arasındaki ilişkinin incelenmesi [Western Anatolian Journal of Educational Sciences]. Electronic Journal of Social Sciences/Elektronik Sosyal Bilimler Dergisi, 18(71), 1397-1408.

  23. Duru, F., & Arslan, A. (2021). İlkokul öğretmenlerinin öğretmen olma motivasyonu, öz yeterlilik inançları ve yenilikçilik algılarının iş memnuniyetine etkisi[The effect of primary school teachers' motivation to be a teacher, self-efficacy beliefs and innovativeness perceptions on job satisfaction] Turkish Studies - Education, 16(4), 1877-1893. https://dx.doi.org/10.47423/TurkishStudies.50105.

  24. Eker, C. (2014). Sınıf öğretmenlerinin öz-yeterlilik inanç düzeyleri üzerine bir araştırma [A research on the self-efficacy belief levels of classroom teachers]. Uşak University Journal of Social Sciences/ Uşak Üniversitesi Sosyal Bilimler Dergisi, 7(1), 162-178.

  25. Ekici, G. (2008). Sınıf yönetimi dersinin öğretmen adaylarının öğretmen öz-yeterlik algı düzeyine etkisi [The effect of classroom management course on teacher candidates' self-efficacy perception level]. Hacettepe University Faculty of Education Journal/Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 98–110.

  26. Ellez, M. A. (2020). Self-efficacy beliefs of students of primary school teaching department regarding mathematics and teaching mathematics. African Educational Research Journal, 8(4): 747-753.

  27. Er, K. O., & Gürgan, U. (2011). Öğretmen adaylarının öz-yeterlilik algıları ve kopya çekmeye ilişkin tutumları arasındaki ilişki [The relationship between pre-service teachers' self-efficacy perceptions and their attitudes towards cheating]. Balıkesir University Journal of Social Sciences Institute/ Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(26), 1-18.

  28. Ertürk, S. (1985). Eğitimde program geliştirme [Curriculum development in education], Ankara: Meteksan Yayını.

  29. Gavora, P. (2011). Measuring the self-efficacy of in-service teachers in slovakia. Orbıs Scholae, 5(2), 79–94.

  30. Grissom, J. A., Loeb, S., & Nakashima, N. A. (2014). Strategic involuntary teacher transfers and teacher performance: Examining equity and efficiency. Journal of Policy Analysis and Management, 33(1), 112-140.

  31. Güneş Şınego, S., & Çakmak, M. (2021). Öğretmenlerin eğitim programı okuryazarlık düzeylerinin incelenmesi [Examination of teachers' educational program literacy levels]. Section Academy Journal/ Kesit Akademi Dergisi, 7 (27), 233-256.

  32. Jiayi, W., & Ling, C. (2012). Reviewing teacher evaluation of rewards and punishments: the overview of Chinese teacher evaluation research. Education Research International,1-16. doi:10.1155/2012/184640

  33. Kahramanoğlu, R. (2019). Öğretmenlerin öğretim programı okuryazarlığına yönelik yeterlik düzeyleri üzerine bir inceleme [An investigation on the proficiency levels of teachers for curriculum literacy]. International Journal of Social Research/ Uluslararası Sosyal Araştırmalar Dergisi, 12 (65).826-840.

  34. Karasar, N. (2012). Bilimsel araştırma yöntemi (24. bs.)[ Scientific research method (24th ed.]. Ankara: Nobel.

  35. Kasapoğlu, K. (2020). Öğretmenlere yönelik algılanan eğitim programı okuryazarlığı ölçeği: Bir ölçek geliştirme ve geçerleme çalışması [Perceived curriculum literacy scale for teachers: A scale development and validation study]. İnönü University Faculty of Education/ İnönü Üniversitesi Eğitim Fakültesi Dergisi,21(2), 963-977. DOI: 10.17679/inuefd.709688

  36. Korkut, K. , & Babaoğlan, E. (2012). Sınıf öğretmenlerinin öz yeterlik inançları [Self-efficacy beliefs of classroom teachers]. International Journal of Management, Economics and Business/Uluslararası Yönetim İktisat ve İşletme Dergisi, 8(16), 269-281.

  37. Köse, İ. A. (2007) Öğretmen öz-yeterlik algısı ölçeğinin farklı gruplarda yapı geçerliğinin sınanması[Testing the construct validity of the teacher self-efficacy perception scale in different groups ][ Unpublished Master's Thesis] .Ankara University Institute of Educational Sciences, Ankara.

  38. Moulding, L. R., Stewart, P. W., & Dunmeyer, M. L. (2014). Pre-service teachers' sense of efficacy: Relationship to academic ability, student teaching placement characteristics, and mentor support. Teaching and teacher education, 41, 60-66.

  39. Ocak, G. Ocak, İ. , & Kalender, M. D. K. (2017). Öğretmenlerin öz-yeterlik algıları ile öğretme-öğrenme anlayışları arasındaki ilişkinin incelenmesi [xamining the relationship between teachers' self-efficacy perceptions and their teaching-learning understanding.]. Kastamonu Journal of Education/ Kastamonu Eğitim Dergisi, 25 (5), 1851-1864.

  40. Öktem, T., & Kul, M. (2020). Examining the relationship between self-efficacy and aggression levels of students interested in weightlifting sports. African Educational Research Journal, 8(4): 681-688

  41. Özdamar, K. (2015). Paket programlar ile istatistiksel veri analizi (cilt-1) [Statistical data analysis with package programs (vol-1)]. Eskişehir: Nisan Kitabevi.

  42. Özdemir, S. M. (2012). Eğitim programı kavramına ilişkin öğretmen adaylarının metaforik algıları [Metaphorical perceptions of prospective teachers about the concept of curriculum]. Journal of Theoretical Educational Sciences/ Kuramsal Eğitim Bilimleri Dergisi, 5(3), 369-393.

  43. Özder, H. (2011). Self-efficacy beliefs of novice teachers and their performance in the classroom. Australian Journal of Teacher Education, 36(5), 1-15.

  44. Özer, Y., & Acar, M. (2011). Öğretmenlik mesleği genel yeterlikleri üzerine ikili karşılaştırma yöntemiyle bir ölçekleme çalışması [A scaling study on the general competencies of the teaching profession with the pairwise comparison method]. Journal of Çukurova University Faculty of Education/ Çukurova Üniversitesi Eğitim Fakültesi Dergisi. 3(40), 89-101

  45. Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. Perception, 11(2), 239-266.

  46. Reilly, E., Dhingra, K., & Boduszek, D. (2014). Teachers’ self-efficacy beliefs, self-esteem, and job stress as determinants of job satisfaction. International Journal of Educational Management. 28(4), 365-378.

  47. Sarıca, R. (2021). Öğretmenlerin eğitim programı okuryazarlıkları üzerine bir çalışma[A study on teachers' curriculum literacy]. Journal of Kirsehir Education Faculty/ Kırşehir Eğitim Fakültesi Dergisi, 22(1), 132-170.

  48. Sarıgöz, O., & Özkartal, Z. (2016). Examination of preservice teachers'views onimplicit learning in terms of some variables. Journal of International Social Research, 9(44), 951-960.

  49. Sarıgöz, O. & Bolat, Y. (2018). Examination of the competencies of the pre-service teachers studying at the education faculties about the educational program literacy. International Journal of Educational Administration and Policy Studies, 10(9), 103-110.

  50. Shillingford, S., & Karlin, N. (2014). Preservice teachers’ self efficacy and knowledge of emotional and behavioural disorders. Emotional and behavioural difficulties, 19(2), 176-194.

  51. Singh, G., & Arora P. (2014). Self-efficacy and emotional intelligence as redictors of alienation among graduates. International Journal of Innovative Research & Development. 3(8), 258-262.

  52. Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction and emotional exhaustion. Psychological reports, 114(1), 68-77.

  53. Skaalvik, E. M., & Skaalvik, S. (2019). Teacher self-efficacy and collective teacher efficacy: relations with perceived job resources and job demands, feeling of belonging, and teacher engagement. Creative Education, 10(07), 1400-1424.

  54. Swan, B. G., Wolf, K. J., & Cano, J. (2011). Changes in teacher self-efficacy from the student teaching experience through the third year of teaching. Journal of Agricultural Education, 52(2), 128-139.

  55. Şahin, C., & Şahin, S. (2017). Öğretmen adaylarının öğretmenlik mesleğine karşı tutumları, öz-yeterlik inançları ve öğrenciyi tanıma düzeyleri [The attitudes of teacher candidates towards the teaching profession, their self-efficacy beliefs and their level of knowing the student]. Turkish Journal of Educational Sciences/ Türk Eğitim Bilimleri Dergisi, 15(2), 224-238.

  56. Şişman, M. (2009). Öğretmen yeterlilikleri: Modern bir söylem ve retorik [Teacher competencies: A modern discourse and rhetoric]. İnönü University, Journal of the Faculty of Education/İnönü Üniversitesi, Eğitim Fakültesi Dergisi. 10(3), 63-82.

  57. Tabancalı, E., & Çelik, K. (2013). Öğretmen adaylarının akademik öz-yeterlikleri ile öğretmen öz-yeterlilikleri arasındaki ilişki [The relationship between teacher candidates' academic self-efficacy and teacher self-efficacy]. International Journal of Human Sciences, 10(1), 1167-1184.

  58. Telef, B. B. (2011). Öğretmenlerin öz-yeterlikleri, iş doyumları, yaşam doyumları ve tükenmişliklerinin incelenmesi [Examining teachers' self-efficacy, job satisfaction, life satisfaction and burnout]. Elementary Education Online, 10(1), 91-108, 2011/ İlköğretim Online, 10(1), 91-108, 2011. [Online]: http://ilkogretim-online.org.tr.

  59. Toy, S. N., & Duru, S. (2016). Sınıf öğretmenlerinin öğretmen öz yeterlikleri ile kaynaştırma eğitimine ilişkin yeterlik inançlarının karşılaştırılması [Comparison of primary school teachers' teacher self-efficacy and efficacy beliefs about inclusive education]. Aegean Education Journal/ Ege Eğitim Dergisi, 17(1), 146-173.

  60. Tschannen-Moran, M., Hoy, AW., & Hoy, WK (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68 (2), 202-248

  61. Tschannen-Moran, M. & Woolfolk, H. A. (2001). Teacher efficacy: Capturing and elusive construel. Teaching and Teacher Education, 17, 783–805.

  62. Tuluk, G. (2015). Öğretmen adaylarının öğretmen öz-yeterlilikleri üzerine bir inceleme[An investigation on teacher candidates' teacher self-efficacy]. Uşak University Journal of Educational Research/ Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 1(1), 1-15.

  63. Üstüner, M., Demirtaş, H., Cömert, M., & Özer, N. (2009). Ortaöğretim öğretmenlerinin öz-yeterlik algıları [Self-efficacy perceptions of secondary school teachers]. Mehmet Akif Ersoy University Journal of the Faculty of Education/ Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 9(17), 1-16.

  64. Varış, F. (1988). Eğitim fakültelerinde programlar ve öğretim[Programs and teaching in education faculties]. Journal of Ankara University Faculty of Educational Sciences/ Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi.  21(1), 223-230.

  65. Yeşilyurt, E. (2013). Öğretmen adaylarının öğretmen öz-yeterlik algıları [Teacher candidates' perceptions of teacher self-efficacy]. Electronic journal of social sciences/ Elektronik sosyal bilimler dergisi, 12(45), 88-104.

  66. Yılmaz, M., & Çimen, O. (2008). Biyoloji eğitimi tezsiz yüksek lisans öğrencilerinin biyoloji öğretimi öz-yeterlik inanç düzeyleri [Biology teaching self-efficacy belief levels of non-thesis master's students in biology education]. Yüzüncü Yıl University, Journal of the Faculty of Education/ Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi, 5(1), 20–29.

  67. Yurdakul, A., & Bostancı, A. B. (2016). Öğretmenlerin okulların örgütsel narsizm düzeylerine yönelik görüşleri ile öz yeterlilik algıları arasındaki ilişki [The relationship between teachers' views on the organizational narcissism levels of schools and their self-efficacy perceptions]. Kırıkkale University Journal of Social Sciences/ Kırıkkale Üniversitesi Sosyal Bilimler Dergisi, 6(1), 109-126.

  68. Zimmerman, B. J. (1995). Self-efficacy and educational development. A. Bandura (Ed.), Self-Efficacy in Changing Societies (pp.. 202–231). New York: Cambridge University.

  69. Woolfolk-Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and teacher education, 21(4), 343-356.