Abstract
The purpose of this study is to examine the correlation between Teachers' Self-efficacy beliefs, locus of control and intercultural sensitivities and to analyze these variables based on various demographic variables. The data of the study were collected through teachers’ locus of control scale developed by Sadowski, Taylor, Woodward, Peacher, & Martin (1982) adopted into Turkish by Buluş (2011), teachers’ self-efficacy beliefs scale developed by Dellinger, Bobbett, Olivier, & Ellet (2008) adopted into Turkish by Taşkın & Hacıömeroglu (2010) and Intercultural Sensitivity scale developed by Chen & Starosta (2000) adopted into Turkish by Bulduk, Tosun, & Ardıç (2011). The research is a descriptive study in relational screening model. 237 volunteer teachers who worked in different schools all of which are in the city of Bursa participated in the research. According to the results of the research, the self-efficacy beliefs of the teachers participating in the research differ significantly from the variables studied in the scope of the research according to the branch and seniority variables. The intercultural sensitivity of the teachers differed significantly only according to the seniority variable. It has been determined that the level of locus of control of teachers is not significantly different from the variables studied in the scope of the research. It was determined that there was a statistically significant relationship between teachers’ self-efficacy beliefs; intercultural sensitivity and locus of control levels. It was also found that self-efficacy beliefs and intercultural sensitivity variables together account for 30% of change in locus of control.
Highlights
To be successful in education, all elements of education must have the highest quality
The aim of this study is to examine the relationship between self-efficacy beliefs, locus of control and the intercultural sensitivities of the teachers working in the schools and examine these variables according to some demographic variables
When we look at the results; it can be said that these variables have no meaningful effect on teachers’ level of locus of control and intercultural sensitivity
Summary
To be successful in education, all elements of education must have the highest quality. One of the most important among the many elements of education, are supposed to have the quality of teaching profession and field knowledge, observing national, moral and universal values, carrying out the teaching and learning process effectively (MEB, 2017). As well as having such qualities, in order to have success in education, teachers are expected to have the belief that they are able to do this. Bandura (1995) argues that what is believed to be true, rather than the reality itself, is more effective in human behavior (as cited in Seçkin & Başbay, 2013). When people perceive their competences less than it is, this causes them to use less of their capacities. Higher perceptions often have a positive effect on their performances (Tschannen-Moran, Hoy, & Hoy, 1998)
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