İlköğretim öğretmenlerinin öz-yeterliklerinin yordanması üzerine bir çalışma

The purpose of this study was to examine the predictors of teachers’ sense of efficacy including gender, teaching field, years of teaching experience, satisfaction with performance, support from colleagues, support from parents, and support from administration, and teaching resources. The present study was conducted in the 2006-2007 academic year. The study included a total of 383 science, mathematics, and classroom teachers from 62 elementary schools of Çankaya district in Ankara. Data were collected through Teachers’ Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001). In the present study, data were analyzed by utilizing four separate hierarchical regression analyses. Results showed that gender, teaching field, and years of teaching experience variables were not significant predictors for overall teacher efficacy, efficacy in instructional strategies, efficacy in classroom management, and efficacy in student engagement, whereas satisfaction with performance variable made significant contribution to all dependent variables. Parental support and teaching resources predicted only efficacy in student engagement.M.S. - Master of Scienc