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ÖĞRETMEN ÖZ-YETERLİK ÖLÇEĞİNİN GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI VE SINIF ÖĞRETMENİ ADAYLARININ ÖZ YETERLİK İNANÇLARI

Yıl 2010, Cilt: 6 Sayı: 1, 68 - 85, 14.01.2013

Yusuf Cerit

Öz

-

Anahtar Kelimeler

-

Kaynakça

  • Aktağ, I. & Walter, J. (2005). Öğretmen adaylarının mesleki yeterlilik duygusu. SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi, III (4) 127-131.
  • Akkoyunlu, B. & Orhan, F. (2003). Bilgisayar ve öğretim teknolojileri eğitimi bölümü öğrencilerinin bilgisayar kullanma öz yeterlik inancı ile demografik özellikler arasındaki ilişki. The Turkish Online Journal of Educational Technology, 2(3), 1-13.
  • Ares, N., Gorrell, J., & Boakari, F. (1999). Expanding notions of teacher efficacy: A study of preservice education students in Brazil. Journal of Interdisciplinary Education, 3, 1–28.
  • Aycan, Z., & Kanungo, R.N. (2000). Toplumsal kültürün kurumsal kültür ve insan kaynakları uygulamaları üzerinde etkileri. Z. Aycan (Ed.) Türkiye’de Yönetim, Liderlik, ve İnsan Kaynakları Uygulamaları (25-47). Ankara: Tütk Psikologlar Derneği.
  • Bandura, A. (1977) Self- efficacy: toward a unifying theory of behavioural change. Psychological Review, 84 (2), 191–215.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H Freeman and Company.
  • Bıkmaz, F.H. (2002). Fen öğretiminde öz yeterlik inancı ölçeği. Educational Sciences and Practice, 1(2), 197-210.
  • Brouwers, A., & Tomic, W. (2003). A test of the factorial validity of the Teacher Efficacy Scale. Research in Education, 69, 67–80.
  • 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.
  • Chaco’n, C. T. (2005). Teachers' perceived efficacy among English as a foreign language teacher in middle schools in Venezuela. Teaching and Teacher Education, 21, 257-272.
  • Deemer, S. A., & Minke, K. M. (1999). An investigation of the factor structure of the teacher efficacy scale. Journal of Educational Research, 93, 3–10.
  • Denzine, G. M., Cooney, J. B., & McKenzie, R. (2005). Confirmatory factor analysis of the Teacher Efficacy Scale for prospective teachers. British Journal of Educational Psychology, 75, 689–708.
  • Diken, I.H. (2004). Öğretmen yeterlik ölçeği Türkçe uyarlaması, geçerlik ve güvenirlik. Eurasian journal of Educational Research, 16, 102-112.
  • Emmer, E. T., & Hickman, J. (1991). Teacher efficacy in classroom management and discipline. Educational and Psychological Measurement, 51, 755–765.
  • Evers, W. J. G., Brouwers, A., & Tomic, W. (2002). Burnout and self efficacy: A study on teachers’ beliefs when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology, 72, 227–243.
  • Gerçek, C, Yılmaz, M., Köseoglu, P., & Soran, H. (2006). Biyoloji egitimi ögretmen adaylarının ögretiminde öz-yeterlik inançları. Ankara Üniversitesi Eğitim Fakültesi Dergisi, 39(1), 57-73
  • Ghaith, G. & Shaaban, K. (1999). The relationship between perceptions of teaching concerns, teacher efficacy, and selected teacher characteristics. Teaching and Teacher Education, 15, 487-496.
  • Ghaith, G., & Yaghi, M. (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(4), 569–582.
  • Gorrell, J., & Hwang, Y. S. (1995). A study of efficacy beliefs among preservice teachers in Korea. Journal of Research & Development in Education, 28, 101–105.
  • Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31, 627–643.
  • Henson, R. K. (2001). The effects of participation in teacher research on teacher efficacy. Teaching and Teacher Education 17, 819–836.
  • Hoy, W. K., & Woolfolk, A. E. (1993). Teachers' sense of efficacy and the organizational health of schools. The Elementary School Journal, 93, 356- 372.
  • Kahyaoğlu, M. & Yangın, S. (2007). İlköğretim öğretmen adaylarının mesleki özyeterliklerine ilişkin görüşleri. Kastamonu Eğitim Dergisi, 15 (1), 73- 84.
  • Karadeniz, C. (2005). Sosyal bilgiler öğretmen adaylarının coğrafya alanına ilişkin öz yeterlik inancı ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 20, 63- 69.
  • Johnston, S. (1992). Images: A way of understanding the practical knowledge of student teachers. Teaching and Teacher Education, 8, 123- 136.
  • Lin, H.L.& Gorrell, J (2001). Exploratory analysis of pre-service teacher efficacy in Taiwan. Teaching and Teacher Education, 17, 623–635.
  • Lin, H.L., Gorrell, J. & Taylor, J. (2002). Influence of culture and education on U.S. and Taiwan pre-service teachers’ efficacy beliefs. The Journal of Educational Research, 96(1), 37–46.
  • Mulholland, J., & Wallace, J. (2001). Teacher induction and elementary science teaching: Enhancing self-efficacy. Teaching and Teacher Education, 17, 243–261.
  • Podell, D. M., & Soodak, L. C. (1993). Teacher efficacy and bias in special education referrals. Journal of Educational Research, 86, 247–253.
  • Romi, S. & Leyser, Y. (2006). Exploring inclusion preservice training needs: a study of variables associated with attitudes and self-efficacy beliefs. European Journal of Special Needs Education, 21(1), 85-105.
  • Ross, J.A. & Gray, P. (2006). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School Effectiveness and school Improvement, 17 (2), 179-199.
  • Şimşek, O.F. (2007). Yapısal Eşitlik Modeli. Ankara: Ekinoks.
  • Soodak, L. C., & Podell, D. M. (1996). Teacher efficacy: Toward the understanding of a multifaceted construct. Teaching and Teacher Education, 12, 401–411.
  • Tournaki, N. & Podell, D.M. (2005). The impact of student characteristics and teacher efficacy on teachers’ predictions of student success. Teaching and Teacher Education, 21, 299–314.
  • Torre Cruz, M.J. & Arias, P.F.C. (2007). Comparative analysis of expectancies of efficacy in in-service and prospective teachers. Teaching and Teacher Education, 23, 641–652.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct, Teaching and Teacher Education, 17, 783–805.
  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure, Review of Educational Research, 68, 202–248.
  • Weisel, A. and Dror, O. (2006). School climate, sense of efficacy and Israeli teachers’ attitudes toward inclusion of students with special needs. Education, Citizenship and Social Justice, 1(2). 157-174.
  • Wertheim, C. & Leyser, Y. (2002). Efficacy beliefs, background variables, and differentiated instruction of Israeli prospective teachers. Journal of Educational Research, 96 (1), 54–63.
  • Witcher, L.A., Onwuegbuzie, A.J., Collins, K., Witcher, A.E., Minor, L., & James, T.L. (2002, November). Relationship between teacher efficacy and beliefs about education among preservice teachers. Paper presented of the annual meeting of the mid-south educational research association, Chattanooga, TN.
  • Woolfolk, A., & 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. Teaching and Teacher Education, 21, 343–356.
  • Woolfolk, A. E. & Hoy, W. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81– 91.
  • Yeung, K. W. & Watkins, D. (2000). Hong Kong student teachers’ personal construction of teaching efficacy. Educational Psychology, 20(2), 213-235.
  • Yılmaz, K. & Cokluk-Bokeoglu, O. (2008). İlköğretim okulu öğretmenlerinin yeterlik inançları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 41(2), 143-167.

ÖĞRETMEN ÖZ-YETERLİK ÖLÇEĞİNİN GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI VE SINIF ÖĞRETMENİ ADAYLARININ ÖZ YETERLİK İNANÇLARI

Yıl 2010, Cilt: 6 Sayı: 1, 68 - 85, 14.01.2013

Yusuf Cerit

Öz

Bu çalışmanın amacı Gibson and Dembo’nun öğretmen öz-yeterlik ölçeğinin Türkçe’ye uyarlanması
ve sınıf öğretmeni adaylarının yeterlik inançlarını incelemektir. Bu çalışmada veriler 130 birinci ve
275 son sınıf öğrencilerinden elde edilmiştir. Verilerin analizinde varimax temel bileşenler factor
analizi, aritmatik ortalama ve t test kullanılmıştır. Bu çalışmada Gibson ve Dembo’nun TES
ölçeğinin Türkiye’de hizmet öncesi sınıf öğretmenlerinin yeterlik inançlarını ölçmek için geçerli ve
güvenilir bir araç olmadığı ve birinci sınıf öğrencileri ile dördüncü sınıf öğrencilerinin görüşleri
arasında farklılık olmadığını bulunmuştur.

Anahtar Kelimeler

Öz yeterlik öğretmen öz yeterliği öğretmen adayları

Kaynakça

  • Aktağ, I. & Walter, J. (2005). Öğretmen adaylarının mesleki yeterlilik duygusu. SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi, III (4) 127-131.
  • Akkoyunlu, B. & Orhan, F. (2003). Bilgisayar ve öğretim teknolojileri eğitimi bölümü öğrencilerinin bilgisayar kullanma öz yeterlik inancı ile demografik özellikler arasındaki ilişki. The Turkish Online Journal of Educational Technology, 2(3), 1-13.
  • Ares, N., Gorrell, J., & Boakari, F. (1999). Expanding notions of teacher efficacy: A study of preservice education students in Brazil. Journal of Interdisciplinary Education, 3, 1–28.
  • Aycan, Z., & Kanungo, R.N. (2000). Toplumsal kültürün kurumsal kültür ve insan kaynakları uygulamaları üzerinde etkileri. Z. Aycan (Ed.) Türkiye’de Yönetim, Liderlik, ve İnsan Kaynakları Uygulamaları (25-47). Ankara: Tütk Psikologlar Derneği.
  • Bandura, A. (1977) Self- efficacy: toward a unifying theory of behavioural change. Psychological Review, 84 (2), 191–215.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H Freeman and Company.
  • Bıkmaz, F.H. (2002). Fen öğretiminde öz yeterlik inancı ölçeği. Educational Sciences and Practice, 1(2), 197-210.
  • Brouwers, A., & Tomic, W. (2003). A test of the factorial validity of the Teacher Efficacy Scale. Research in Education, 69, 67–80.
  • 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.
  • Chaco’n, C. T. (2005). Teachers' perceived efficacy among English as a foreign language teacher in middle schools in Venezuela. Teaching and Teacher Education, 21, 257-272.
  • Deemer, S. A., & Minke, K. M. (1999). An investigation of the factor structure of the teacher efficacy scale. Journal of Educational Research, 93, 3–10.
  • Denzine, G. M., Cooney, J. B., & McKenzie, R. (2005). Confirmatory factor analysis of the Teacher Efficacy Scale for prospective teachers. British Journal of Educational Psychology, 75, 689–708.
  • Diken, I.H. (2004). Öğretmen yeterlik ölçeği Türkçe uyarlaması, geçerlik ve güvenirlik. Eurasian journal of Educational Research, 16, 102-112.
  • Emmer, E. T., & Hickman, J. (1991). Teacher efficacy in classroom management and discipline. Educational and Psychological Measurement, 51, 755–765.
  • Evers, W. J. G., Brouwers, A., & Tomic, W. (2002). Burnout and self efficacy: A study on teachers’ beliefs when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology, 72, 227–243.
  • Gerçek, C, Yılmaz, M., Köseoglu, P., & Soran, H. (2006). Biyoloji egitimi ögretmen adaylarının ögretiminde öz-yeterlik inançları. Ankara Üniversitesi Eğitim Fakültesi Dergisi, 39(1), 57-73
  • Ghaith, G. & Shaaban, K. (1999). The relationship between perceptions of teaching concerns, teacher efficacy, and selected teacher characteristics. Teaching and Teacher Education, 15, 487-496.
  • Ghaith, G., & Yaghi, M. (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(4), 569–582.
  • Gorrell, J., & Hwang, Y. S. (1995). A study of efficacy beliefs among preservice teachers in Korea. Journal of Research & Development in Education, 28, 101–105.
  • Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31, 627–643.
  • Henson, R. K. (2001). The effects of participation in teacher research on teacher efficacy. Teaching and Teacher Education 17, 819–836.
  • Hoy, W. K., & Woolfolk, A. E. (1993). Teachers' sense of efficacy and the organizational health of schools. The Elementary School Journal, 93, 356- 372.
  • Kahyaoğlu, M. & Yangın, S. (2007). İlköğretim öğretmen adaylarının mesleki özyeterliklerine ilişkin görüşleri. Kastamonu Eğitim Dergisi, 15 (1), 73- 84.
  • Karadeniz, C. (2005). Sosyal bilgiler öğretmen adaylarının coğrafya alanına ilişkin öz yeterlik inancı ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 20, 63- 69.
  • Johnston, S. (1992). Images: A way of understanding the practical knowledge of student teachers. Teaching and Teacher Education, 8, 123- 136.
  • Lin, H.L.& Gorrell, J (2001). Exploratory analysis of pre-service teacher efficacy in Taiwan. Teaching and Teacher Education, 17, 623–635.
  • Lin, H.L., Gorrell, J. & Taylor, J. (2002). Influence of culture and education on U.S. and Taiwan pre-service teachers’ efficacy beliefs. The Journal of Educational Research, 96(1), 37–46.
  • Mulholland, J., & Wallace, J. (2001). Teacher induction and elementary science teaching: Enhancing self-efficacy. Teaching and Teacher Education, 17, 243–261.
  • Podell, D. M., & Soodak, L. C. (1993). Teacher efficacy and bias in special education referrals. Journal of Educational Research, 86, 247–253.
  • Romi, S. & Leyser, Y. (2006). Exploring inclusion preservice training needs: a study of variables associated with attitudes and self-efficacy beliefs. European Journal of Special Needs Education, 21(1), 85-105.
  • Ross, J.A. & Gray, P. (2006). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School Effectiveness and school Improvement, 17 (2), 179-199.
  • Şimşek, O.F. (2007). Yapısal Eşitlik Modeli. Ankara: Ekinoks.
  • Soodak, L. C., & Podell, D. M. (1996). Teacher efficacy: Toward the understanding of a multifaceted construct. Teaching and Teacher Education, 12, 401–411.
  • Tournaki, N. & Podell, D.M. (2005). The impact of student characteristics and teacher efficacy on teachers’ predictions of student success. Teaching and Teacher Education, 21, 299–314.
  • Torre Cruz, M.J. & Arias, P.F.C. (2007). Comparative analysis of expectancies of efficacy in in-service and prospective teachers. Teaching and Teacher Education, 23, 641–652.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct, Teaching and Teacher Education, 17, 783–805.
  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure, Review of Educational Research, 68, 202–248.
  • Weisel, A. and Dror, O. (2006). School climate, sense of efficacy and Israeli teachers’ attitudes toward inclusion of students with special needs. Education, Citizenship and Social Justice, 1(2). 157-174.
  • Wertheim, C. & Leyser, Y. (2002). Efficacy beliefs, background variables, and differentiated instruction of Israeli prospective teachers. Journal of Educational Research, 96 (1), 54–63.
  • Witcher, L.A., Onwuegbuzie, A.J., Collins, K., Witcher, A.E., Minor, L., & James, T.L. (2002, November). Relationship between teacher efficacy and beliefs about education among preservice teachers. Paper presented of the annual meeting of the mid-south educational research association, Chattanooga, TN.
  • Woolfolk, A., & 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. Teaching and Teacher Education, 21, 343–356.
  • Woolfolk, A. E. & Hoy, W. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81– 91.
  • Yeung, K. W. & Watkins, D. (2000). Hong Kong student teachers’ personal construction of teaching efficacy. Educational Psychology, 20(2), 213-235.
  • Yılmaz, K. & Cokluk-Bokeoglu, O. (2008). İlköğretim okulu öğretmenlerinin yeterlik inançları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 41(2), 143-167.
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Yusuf Cerit

Yayımlanma Tarihi 14 Ocak 2013
Gönderilme Tarihi 19 Aralık 2012
Yayımlandığı Sayı Yıl 2010 Cilt: 6 Sayı: 1

Kaynak Göster

APA Cerit, Y. (2013). ÖĞRETMEN ÖZ-YETERLİK ÖLÇEĞİNİN GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI VE SINIF ÖĞRETMENİ ADAYLARININ ÖZ YETERLİK İNANÇLARI. Eğitimde Kuram Ve Uygulama, 6(1), 68-85.