Self-efficacy Perceptions Of Teachers Research Articles

Analysis of Teacher Self-Efficacy and Its Impact on Sustainable Well-Being at Work.

This study evaluates teacher self-efficacy perceptions among students in the Master's Degree in Secondary Education and Baccalaureate, Vocational Training, and Language Teaching (MDSE), as well as the variables influencing these perceptions and their connection to the program's training. The research sheds light on how self-efficacy affects views on concerns, feelings, and attitudes towards diversity and inclusive education in the current educational landscape. Out of 205 female and 100 male MDSE students surveyed, who are either graduates or nearing completion, data were gathered using the "Teacher Education in Secondary Education: Key Elements for Teaching in an Inclusive School for All" (FORPES-IN) questionnaire distributed across Spanish universities. Three primary instruments from the questionnaire were utilized: the Teachers' Self-Efficacy Short Form (TSES-SF), the Questionnaire for Future Secondary Education Teachers regarding Perceptions of Diversity, and the Revised Scale of Feelings, Attitudes, and Concerns about Inclusive Education (SACIE-R). Findings suggest that the majority of prospective teachers exhibit moderate-to-high levels of self-efficacy. Variables such as non-formal teaching experiences, the reason for joining the MDSE program, and regular interactions with vulnerable individuals, especially in Social and Health Science domains, moderately influence self-efficacy. This study reveals a strong link between the received training and the perceived level of self-efficacy. In particular, participants with higher self-efficacy feel better equipped to handle classroom diversity and rate the MDSE program positively. Areas for enhancement are identified, such as classroom management and diversified assessment strategies. Finally, a positive correlation is observed between high self-efficacy and positive attitudes toward disability, inclusive education principles, and reduced apprehensions about inclusive teaching.

Lesson Study’s Effect on Math Teacher Candidates’ Attitudes, Self-Efficacy, and Teaching Anxiety

This study aims to examine the effects of the lesson study model on the attitudes, self-efficacy, and math teaching anxiety of math teacher candidates. A pre- and post-test control group quasi-experimental design was utilized with a quantitative research framework. The study group consisted of a total of 14 teacher candidates (seven in the experimental group and seven in the control group), who were senior-level undergraduate students taking the “Teaching Practice” course in the pedagogical formation group of the Faculty of Education at Düzce University during the fall semester of the educational year 2019-2020. Data collection was performed using the Attitude Toward the Teaching Profession Scale, Teacher Self-Efficacy Scale, and Math Teaching Anxiety Scale. Non-parametric tests, specifically the Mann Whitney U and Wilcoxon Signed-Rank tests, were employed for data analysis. The results achieved in this study indicate that the lesson study model used in the teaching practice course positively affected the attitudes towards the teaching profession and teacher self-efficacy perceptions of math teacher candidates, as well as reducing math teaching anxiety.

Preservice Teachers' Perceptions of Teacher Self-Efficacy in Kuwait Public Schools: A Qualitative Exploration

The research investigates pre-service teachers’ self-efficacy within the context of Kuwait’s public education system. The purpose of this research paper is to investigate preservice teachers’ knowledge of teacher self-efficacy, their perceptions of its importance and impact on their instruction, and to identify factors that the preservice teachers feel contribute to the development of positive self-efficacy. The research was conducted directly with the preservice teachers using the qualitative research method with structured interview questions. Results indicate that preservice teachers are aware of teacher self-efficacy, believe it influences their instruction in specific ways and can identify specific factors they believe play a key role in the development of high levels of teacher self-efficacy as they complete their preservice teacher education programs.
 
 Received: 16 September 2023 / Accepted: 20 October 2023 / Published: 5 November 2023

Attitudes and perceptions of teacher self-efficacy and collaborative practices in the context of inclusive education for students with special educational needs in Portuguese schools

ABSTRACT The aim of this study is to analyse attitudes, perceptions of teacher self-efficacy and collaborative practices and teachers’ opinions of the most appropriate placement for students with severe/permanent SEN. The methodology involves a survey based on a questionnaire administered to teachers in three school groups in the central region of mainland Portugal, including scales for the assessment of attitudes towards inclusion, perceptions of teacher self-efficacy and collaboration between teachers. The data was processed using descriptive and inferential statistics with the aid of SPSS software. The results indicate that the teachers have favourable attitudes towards inclusion and a high perception of self-efficacy, and also provide evidence of collaborative practices. In addition, a positive and statistically significant relationship between teachers’ attitudes and perceptions of self-efficacy with regard to inclusion was identified, affirming a statistically significant relationship between these variables and teachers’ opinions of the most appropriate placement for students with severe/permanent SEN. What is still at stake is that, despite inclusive policies, the placement of students with SEN in regular classrooms can still be influenced by the type of SEN. It was also noted that the diversity of students, the reinforcement of collaborative practices represent challenges for the inclusion of these students.

The role of critical thinking dispositions and depressive symptoms in predicting teacher candidates’ perceptions of ‘teacher self-efficacy’

The purpose of this study was to examine the relationships among pre-service teachers' perceptions of teacher self-efficacy (TSE), critical thinking dispositions (CTD), and depressive symptoms. Correlational survey, one of the quantitative research designs, was used as the research design of this study. The participants of the study consisted of 450 pre-service teachers studying at the Faculty of Education of a state university in Turkey. The California Critical Thinking Disposition Scale, Beck Depression Inventory, Teacher Self-Efficacy Scale, and a researcher-developed demographic information form were used to collect data. The collected data was analyzed using the Pearson Moment Correlation Coefficient and multiple regression analysis techniques. The results of the study revealed that the subdimensions of critical thinking disposition and depressive symptoms had significant positive correlations with all dimensions of teacher self-efficacy. Another important finding was that CTD and depressive symptoms are important variables in predicting preservice teachers' self-efficacy beliefs. The present study also addressed the implications for teacher education and provided insights for future research directions.

EXAMINATION OF PRIMARY SCHOOL TEACHERS’ PERCEPTIONS OF SELF-EFFICACY TOWARDS TEA

The aim of this study is to determine the self-efficacy perceptions of primary school teachers towards teaching thinking skills and whether these perceptions differ significantly in terms of various variables and to determine the views of primary school teachers about their self-efficacy perceptions towards teaching thinking skills. In the research using mixed research method, explanatory sequential design was preferred. The sample regarding the quantitative dimension of the research consists of 371 primary school teachers, who were determined by cluster sampling method from the teachers working in primary schools in the center of Sivas in the spring term of the 2021-2022 academic year. The study group reached for the qualitative dimension of the research consists of 41 primary school teachers, who were determined by the maximum diversity sampling method from the teachers working in primary schools in the centre of Sivas during the same academic period. “Teachers’ Self-efficacy towards Teaching Thinking Skills Scale (TSTTS)” developed by Dilekli and Tezci (2015) and a semi-structured interview form consisting of three questions developed by the researchers were used as data collection tools. In the research, descriptive statistics, independent samples t-test and one-way ANOVA test were used in the analysis of quantitative data, and content analysis method was used in the analysis of qualitative data. When the data obtained from the scale are evaluated; teachers’ self-efficacy perceptions regarding teaching thinking skills were at the level of “totally agree”; that these self-efficacy perceptions of teachers did not differ according to gender, faculty, and department from which they graduated, and the class taught. It was found that the teachers’ self-efficacy perceptions differed according to the variable of professional seniority in the whole scale with the factors of “Practice”, “Academic competence”, and this difference was in favor of teachers with a professional seniority of 1-10 years and teachers with a professional seniority of 21 years and above, in favor of teachers with a seniority of 21 years and above. When qualitative data are evaluated, it was understood that teachers take into account individual differences, design real-life examples, make plans, and design different thinking activities related to the design factor when teaching thinking skills. In the practice factor, it was determined that they perform different thinking activities and use different teaching methods and techniques. In addition, it was concluded that most of the teachers perceive themselves as competent in teaching thinking skills, while some teachers do not see themselves as competent.

Teacher self-efficacy of primary school teachers working in Irish ASD classes

ABSTRACT This study investigated the perceived Teacher Self-Efficacy (TSE) of primary school teachers in Ireland who are working in special classes for students with autism. Furthermore, it sought to examine whether these perceptions of TSE were related to special class teaching experience, their engagement in professional development pertaining to autism, and their perceptions of principals’ instructional support. An online questionnaire was administered to 139 of these teachers. The findings indicated that participants had a relatively high sense of TSE. Correlation analyses identified statistically significant, positive correlations between the three independent variables and the dependent variable of TSE.

Comparison of Teacher Training Programs in terms of Attitudes towards Teaching Profession and Teacher Self-Efficacy Perceptions: A Meta-Analysis

The aim of this study is to conduct a meta-analysis of studies comparing teacher training programs in terms of attitude towards teaching profession and perception of teacher self-efficacy. For this purpose, the results of the study comparing the faculty of education (FE) and other teacher training programs/faculties were searched and recorded separately for both subjects. A total of 36 studies were recorded in accordance with the criteria, and 27 of these studies were used for the attitude towards teaching profession and 24 for the teacher self-efficacy perceptions. According to the results of the meta-analysis conducted according to the random effect model, teacher candidates in FE have more negative attitude and lower self-efficiency than ones in other teacher training faculties/programs. The difference in both subjects was found to be weak but not statistically significant. The effect size of most common comparison, FE-Pedagogical Formation Certificate Program comparisons in the literature is similar to the general effect. It is concluded that faculties of education whose main purpose is to train teachers do not increase these features of their students sufficiently.

English

The purpose of this research is to determine the relationship between ‘educational beliefs’ and ‘teacher self-efficacy perceptions’ of pre-service teachers in the faculty of education. A total of 1002 pre-service teachers, 463 final year undergraduate and 539 certificate program students, participated in the study voluntarily at the Necatibey Faculty of Education in Balıkesir University. 'Educational Beliefs Scale' developed by Yılmaz and 'Turkish Teacher Self-Efficacy Scale' developed by Tschannen-Moran and Hoy which was adapted to Turkish by Çapa were applied on the participants. As a result of the research, a significant difference was found in pre-service teachers' self-efficacy opinions regarding gender variable in favor of men. Besides that, a significant difference was found in favor of women in terms of progressivism and existentialism in education beliefs and in favor of men in terms of essentialism. Other results of the research are as follows: when the beliefs of education and self-efficacy beliefs of teacher trainees were examined in terms of academic discipline variable, there was no significant difference in self-efficacy beliefs of teacher candidates. In terms of educational belief variable, only a significant difference was observed in existentialism dimension. According to sources of teacher education variable, a significant difference was found in favor of formation students in self-efficacy dimension related to classroom management. Lastly, according to the source of teacher training, it was seen that the students of the faculty of education adopted the philosophy of existentialism more, whereas the formation students adopted the essentialism more.   Key words: Teacher education, pre-service teachers, self-efficacy beliefs, educational beliefs.

Self-efficacy perceptions of teachers on using the Montessori method in special education in North Cyprus

The aim of this study is to determine the self-efficacy perceptions of special education teachers about the use of the Montessori method by a valid and reliable scale developed by the researcher. The model of the research is a general descriptive model of quantitative research methods. In the 2017–2018 academic year, 67 special education teachers who work under the Directorate of Primary Education of the Ministry of National Education of the Turkish Republic of Northern Cyprus are participated in this research universe, which comprise 29, 12, 20, 4 and 2 teachers from Special Education Application Centre, Special Education and Work Application Centre, primary schools, kindergartens and school for visually impaired, respectively. This study was conducted only with all the special education teachers in the universe not by any sampling method. The general proficiency perceptions of the special education teachers for the use of the Montessori method were at the level of instability. According to the general competency perceptions of the female teachers on the use of the Montessori method, it was found that their responses were more positive than the males.
 Keywords: Montessori method, self-efficacy scale, special education.

Self-efficacy perceptions of teachers on using the Montessori method in special education in North Cyprus

The aim of this study is to determine the self-efficacy perceptions of special education teachers about the use of the Montessori method by a valid and reliable scale developed by the researcher. The model of the research is a general descriptive model of quantitative research methods. In the 2017–2018 academic year, 67 special education teachers who work under the Directorate of Primary Education of the Ministry of National Education of the Turkish Republic of Northern Cyprus are participated in this research universe, which comprise 29, 12, 20, 4 and 2 teachers from Special Education Application Centre, Special Education and Work Application Centre, primary schools, kindergartens and school for visually impaired, respectively. This study was conducted only with all the special education teachers in the universe not by any sampling method. The general proficiency perceptions of the special education teachers for the use of the Montessori method were at the level of instability. According to the general competency perceptions of the female teachers on the use of the Montessori method, it was found that their responses were more positive than the males.
 Keywords: Montessori method, self-efficacy scale, special education.

An Investigation of Pre-Service EFL Teachers’ Self-Efficacy Beliefs

The purpose of this study was to investigate pre-service English as a foreign language (EFL) teachers’ self-efficacy beliefs. The study was a descriptive study based on a single screening model. A total of 291 freshman, sophomore, junior and senior students studying at a state university in Turkey during the fall semester of the academic year 2018-2019 participated in the study. Teachers’ Sense of Efficacy Scale (TSES) which was originally developed by Tschannen-Moran & Woolfolk Hoy (2001) and adapted into Turkish by Çapa, Çakıroğlu, and Sarıkaya (2005) was used to determine pre-service EFL teachers’ self-efficacy beliefs. Pre-service EFL teachers’ self-efficacy beliefs were analyzed by descriptive statistics. Differences in participants’ self-efficacy perceptions by class level were analyzed by one-way ANOVA. The Tukey multiple comparison test was used to determine significant differences among the different class levels. Research results revealed that pre-service EFL teachers had relatively high-level teacher self-efficacy perceptions in general and for classroom management, student engagement and instructional strategies subscales. Also, it was found that juniors had significantly higher scores than sophomores in both total scale and student engagement subscale. Total and subscale scores at other class levels did not differ significantly. It was suggested that pre-service EFL teachers’ self-efficacy perceptions should be considered with greater attention in the ELT program at the university and special efforts are required to strengthen seniors’ self-efficacy perceptions.

An Analysis of the Relationship Between the General Self-efficacy Perceptions of Teachers and Their Political Skill Levels

The purpose of this study is to examine the relationship between the general self-efficacy perceptions of teachers and their political skill levels. The relational screening model method was used for this study. Data was collected from 358 teachers serving at primary and secondary schools in the city of Gaziantep in the 2017-2018 academic year. The research’s data was collected through the General Self-Efficacy Scale and the Political Skill Inventory. The confirmatory factor analysis was performed for each of the scales used in the study with the AMOS software. This was followed by descriptive statistics and correlation, and regression analyses with the SPSS program. Research findings indicate that teachers' general self-efficacy perceptions, as well as the interpersonal influence and apparent sincerity sub-dimensions of political skills are at a high level, while their social astuteness and networking abilities are at a medium level. As a result of the correlation analysis, it was found that the general self-efficacy had a significant positive relationship with the networking ability, apparent sincerity, social astuteness and interpersonal influence sub-dimensions of political skills. According to the stepwise multiple regression analysis results, the general self-efficacy predicts all the sub-dimensions of the political skills in a significant and positive manner. It can be suggested that teachers with high general self-efficacy perceptions have higher levels of political skills and are more likely to reach their goals by using their political skills with the people around them in the school environment.

La salud mental de los docentes: factores de protección

En la actualidad, la salud psicofísica de los educadores es un tema que ha cobrado mayor importancia, especialmente el fenómeno del estrés laboral crónico, ya que afecta directamente la efectividad de su trabajo. De ahí la importancia de detectar qué factores pueden prevenir este agotamiento crónico en el campo educativo. Esta investigación tuvo como objetivo responder a esta pregunta desde una perspectiva empírica. Para ello, se utilizó una muestra de 300 docentes de educación inicial y primaria de instituciones tanto públicas como privadas de la Argentina. Se implementó el Inventario de Burnout (MBI) de Maslach y Jackson para determinar el nivel de estrés crónico. Para evaluar dos recursos psicosociales de gran relevancia en el contexto del trabajo, se utilizó la Escala de Autoeficacia Docente de Albert Bandura y la Escala de Satisfacción Laboral para educadores. En suma, las percepciones de la autoeficacia del docente y la satisfacción laboral se consideran recursos psicológicos que actuarían como moduladores del estrés crónico en el lugar de trabajo, identificándose en estos docents valores moderados y elevados en los recursos, y niveles bajos en los síntomas de burnout.

Investigating the Self-Efficacy Perceptions of Teachers According to Several Variables

Bu araştırmanın amacı öğretmenlerin özyeterlik algılarını çeşitli değişkenlere göre incelemektir. Tarama modeli ile tasarlanan araştırmanın çalışma grubunu çeşitli branşlardan 249 öğretmen oluşturmaktadır. Verilerin toplanmasında Tschannen-Moran ve Hoy (2001) tarafından geliştirilen ve Çapa, Çakıroğlu ve Sarıkaya (2005) tarafından Türkçe’ye uyarlanan “Öğretmen Özyeterlik Ölçeği” kullanılmıştır. Verilerin analizinde aritmetik ortalama, standart sapma, bağımsız t testi ve tek yönlü varyans analizi kullanılmıştır. Çoklu karşılaştırmalarda ise Tukey testi tercih edilmiştir. Verilerin analizine geçmeden hem ölçek genelinde hem de alt boyutlarda normallik varsayımlarına bakılmıştır. Basıklık ve çarpıklık değerlerinin -1 ile +1 değerleri arasında olduğu tespit edilmiş ve verilerin normal dağıldığı varsayılmıştır. Araştırma sonuçlarına göre öğretmenlerin özyeterlik algıları “yüksek” düzeyde bulunmuştur. Bunun yanı sıra öğretmenlerin özyeterlik algılarının cinsiyete göre anlamlı şekilde farklılaşmadığı, buna karşın branş, görev yapılan yerleşim birimi ve mesleki kıdeme göre anlamlı şekilde farklılaştığı ortaya çıkarılmıştır. Buna göre şehir merkezinde görev alan öğretmenlerin özyeterlik algıları, kırsalda görev alan öğretmenlerin özyeterlik algılarına göre daha yüksektir. Temel eğitim alanı (okulöncesi ve sınıf) öğretmenlerinin özyeterlik algıları, branş öğretmenlerinin özyeterlik algılarına göre daha yüksektir. Son olarak, öğretmenlerin özyeterlik algıları, mesleki kıdem arttıkça yükselmektedir.

Teachers' Mental Health: Protective Factors

At present, the psychophysical health of educators is an issue that has taken on increased importance, especially the phenomenon of chronic work stress, as it directly affects the effectiveness of their work. Hence the importance of detecting what factors can prevent this chronic exhaustion in the educational field. This research aimed at answering this question from an empirical perspective. To this end, a sample of 300 early education and primary school teachers from both public and private institutions of the Argentina was used. Maslach and Jackson's Burnout Inventory (MBI) was implemented to determine the level of chronic stress. In order to assess two psychosocial resources of great relevance in the context of work, the Albert Bandura's Teaching Self-efficacy Scale and the Job Satisfaction Scale for educators were used. Overall, the perceptions of teacher self-efficacy and of job satisfaction are considered psychological resources that would act as modulators of chronic stress in the workplace, noticing moderate and high values in the resources, but low levels of burnout symptoms in the teacher sample evaluated.

English

This work uses exploratory and confirmatory factor analyses to study Verbal Skills Development Teacher Self-Efficacy Scale (VSDTS), Reading Skills Development Teacher Self-Efficacy Scale (RSDTS) and Writing Skills Development Teacher Self-Efficacy Scale (WSDTS) developed to identify classroom teacher candidates’ perceptions of teacher self-efficacy in developing students’ verbal, reading and writing skills. KMO values above 0.80 in all the three scales showed that the dataset was suitable for factor analysis. It can be argued that the scales are reliable since the factor analyses pointed that all the three scales had a single-factor structure. VSDTS, RSDTS and WSDTS were very good in the principal components analysis conducted under the framework of exploratory factor analysis. Their Cronbach Alpha internal consistency coefficients calculated were in the range of 0.80≤ α <1.00. In the confirmatory factor analysis of VSDTS, good NFI and RMR values and SRMR and CFI values above 0.95 point to substantial fit. In this context, 16-item single factor structure of VSDTS scale was confirmed. For RSDTS, good GFI values, NFI and CFI values above 0.95 and SRMR and RMR values below 0.05 corresponded to substantial fit. In this context, 11-item single factor structure of RSDTS scale was confirmed. For WSDTS, good AGFI values, GFI, NFI and CFI values above 0.95 and SRMR and RMR values below 0.05 corresponded to substantial fit. In this context, 8-item single factor structure of WSDTS scale was confirmed. Key words: Verbal skills, reading skills, writing skills, self-efficacy.

Examining the Relationship between Pre-Service Teachers’ Critical Thinking Disposition, Problem Solving Skills and Teacher Self-Efficacy

The aim of this study was to examine the relationships between the pre-service teachers’ critical thinking disposition, problem-solving skills and self-efficacy beliefs. The participants of the study were 519 pre-service teachers from Afyon Kocatepe University, Education Faculty. Critical Thinking Disposition, Problem Solving Inventory, and Teacher Self-efficacy Scale were used to collect the data. Arithmetic mean, Pearson Product-Moment Correlation Coefficient and Multiple Linear Regression Analysis were employed in data analysis. The results of the study revealed that the pre-service teachers’ critical thinking disposition was low, problem-solving skills were moderate and teacher self-efficacy perceptions were quite adequate. However, the critical thinking disposition and problem-solving skills revealed significant positive correlations with all dimensions of teacher self-efficacy. An important finding is that critical thinking disposition and problem-solving skills were positive and significant predictors of all sub-dimensions of teacher self-efficacy beliefs.

Teacher Self-Efficacy Perceptions, Learning Oriented Motivation, Lifelong Learning Tendencies of Candidate Teachers: A Modeling Study

Problem Durumu: Yasam boyu ogrenme tum bireyler icin onem tasisa da, ozellikle ogretmen ve ogretmen adaylari icin de bir yasam felsefesi haline getirilmesi gereken ve ayni zamanda ogrencilerine asilamalari gunumuz yasam kosullarinda zorunluluk halini almis bir kavramdir. Kisisel ve sosyal egitimin yaninda, yasam boyu ogrenmenin is temelli ogrenme ve formal egitim sisteminin tum ogeleri ile iliskisi bulunmaktadir. Bu bilgilerden yola cikarak, yasam boyu ogrenme, bilgi ve yetenekleri tesvik etme, yenilikci ogrenme firsatlarini ortaya koyma ve ogrenmeyi bir yasam unsuru haline getirme olarak tanimlanabilmektedir. Bu sebepten dolayi, yasam boyu ogrenmeyi bir yasam felsefesi haline getiren ogretmenler tarafindan yetistirilen ogrenciler toplumun da ogrenme temelli sekil almasina katkida bulunacaktir. Aday ogretmenler acisindan bakildiginda, yasam boyu ogrenme becerilerinin yaninda bazi diger bireysel ozellikler de mesleki yasamlari acisindan onem tasimaktadir. Bunlar icerisinde yer alan mesleki oz yeterlik kavrami bireylerin mesleki acidan kendilerinden beklenen gorevleri yerine getirme surecinde sahip olduklari ve hissettikleri yeterlik algisini ifade ederken, motivasyon ise bir gorevi yerine getirmeye yonelik bireylerin hissettikleri fiziksel ve psikolojik hazir olma durumudur. Yasam boyu ogrenme, mesleki oz yeterlik algisi ve motivasyon kavramlari birlikte degerlendirildiginde, ogretmen adaylarinin yasam boyu ogrenme konusundaki hazir bulunuslari, ileride gerceklestirecekleri ogretmenlik meslegine iliskin yeterlik tutumlarini ve meslegi icra etmeye yonelik motivasyonlarini olumlu yonde etkileyecegi soylenebilir. Arastirmanin Amaci: Bu arastirmanin amaci, ogretmen adaylarinin ogrenmeye yonelik motivasyonlari ve mesleki oz yeterlik algilari arasindaki iliskiyi ortaya koymak ve bu iliskiyi yasam boyu ogrenme egilimi araciligi ile aciklamaktir. Bu amac cercevesinde su alt problemlere yanit aranacaktir; 1. Ogretmen adaylarinin ogrenmeye yonelik motivasyon, ogretmen oz yeterlik algi ve yasam boyu ogrenme egilimleri hangi duzeydedir? 2. Ogretmen adaylarinin ogrenmeye yonelik motivasyon, ogretmen oz yeterlik algi ve yasam boyu ogrenme egilimleri arasinda anlamli bir iliski var midir? 3. Aday ogretmenlerin ogrenmeye yonelik motivasyonlari ve ogretmen oz yeterlik algilari arasinda direk bir iliski mi vardir veya bu iliski yasam boyu ogrenme araci degiskeni ile midir? Arastirmanin Yontemi: Iliskisel tarama modelindeki bu arastirmada arastirmanin degiskenleri arasinda iliskiyi ortaya koymak icin yapisal esitlik modellemesi kullanilmistir. Arastirmanin evrenini 2013-2104 egitim ogretim yilinda Canakkale Onsekiz Mart Universitesi Egitim Fakultesi’ne devam etmekte olan 4419 aday ogretmen olusturmaktadir. Arastirmanin evrenini ise basit tesadufi ornekleme ile belirlenen ve Bilgisayar ve Ogretim Teknolojileri Egitimi, Ingiliz Dili Egitimi, Muzik Egitimi, Sinif Ogretmenligi ve Tarih Ogretmenligi bolumlerinde egitimlerine devam eden 382 aday ogretmen olusturmaktadir. Arastirmanin verilerini elde etmek icin kullanilan olceklerden Ogrenme Yonelimli Motivasyon Olcegi Pintrich, Smith, Garcia & Mckeachie (1991) tarafindan gelistirilmis ve Buyukozturk, Akgun, Ozkahveci & Demirel (2004) tarafindan Turkce ’ye uyarlanmis; Yasam Boyu Ogrenme Egilimi olcegi Diker Coskun (2009) tarafindan gelistirismis; Ogretmen Oz Yeterlik Olcegi ise Tschannen-Moran & Hoy (2001) tarafindan gelistirilmis ve Capa Aydin, Cakiroglu, & Sarikaya (2005) tarafindan Turkce’ye uyarlanmistir. Arastirmanin verileri SPSS 21.0 ve Amos 20.0 istatistik programlari kullanilarak analiz edilmistir. Oncelikli olarak arastirmanin teorik modellemesi ortaya konmus; verilerin normal dagilim gosterip gostermedigi ve degiskenlerin homojenligi test edilmis, ve yapisal esitlik modellemesi uygulanmistir. Arastirmanin Bulgulari: Arastirmanin ilk problem cumlesi olan ‘Ogretmen adaylarinin ogrenmeye yonelik motivasyon, ogretmen oz yeterlik algi ve yasam boyu ogrenme egilimleri hangi duzeydedir?’ sorusuna yaniti olarak, ogretmen adaylarinin ogrenme yonelimli motivasyon seviyelerinin (X =3.58), yasam boyu ogren egilimlerinin (X =3.74) ve ogretmen oz yeterlik algilarinin (X =3.91) yuksek oldugu sonucuna ulasilmistir. Arastirmanin diger problem cumlesi olan ‘Ogretmen adaylarinin ogrenmeye yonelik motivasyon, ogretmen oz yeterlik algi ve yasam boyu ogrenme egilimleri arasinda anlamli bir iliski var midir?’ sorusuna cevap vermek icin yapilan analiz sonucunda ise ogretmen adaylarinin ogrenme yonelimli motivasyon ve yasam boyu ogrenme egilimleri arasina r=.42, ogrenme yonelimli motivasyon ve ogretmen oz yeterlik algilari arasinda r=.42 ve yasam boyu ogrenme egilimleri ve ogretmen oz yeterlik algilari arasinda da r=.32 seviyesinde anlamli iliski oldugu gorulmustur. Arastirmanin teorik temelini olusturan ve son problem cumlesi olan ‘Aday ogretmenlerin ogrenmeye yonelik motivasyonlari ve ogretmen oz yeterlik algilari arasinda direk bir iliski mi vardir veya bu iliski yasam boyu ogrenme araci degiskeni ile midir?’ sorusuna cevap vermek icin yapilan analiz sonucunda, teorik modelin caistigi ve ogrenme yonelimli motivasyon ile ogretmen oz yeterlik algisi arasindaki iliskinin tamaminin yasam boyu ogrenme egilimi ile ortaya ciktigi anlasilmaktadir. Arastirmanin Sonuclari ve Onerileri: Arastirma sonucuna gore, ogretmen adaylarinin ogrenme yonelimli motivasyon, yasam boyu ogrenme ve ogretmen oz yeterlik algilarinin yuksek oldugu gorulmektedir. Ayrica ogretmen adaylarinin ogrenme yonelimli motivasyon, yasam boyu ogrenme ve ogretmen oz yeterlik algilari arasinda olumlu ve orta duzeyde bir iliskinin de oldugu ortaya cikmaktadir. Arastirmanin son sonucu ise yasam boyu ogrenme egiliminin ogretmen adaylarinin ogrenme yonelimli motivasyon ve ogretmen oz yeterlik algilari arasindaki iliskide tam araci oldugudur. Bu sonuclar goz onunde bulunduruldugunda, ogretmen adaylarinin meslege iliskin yeterlik algilarinin olumlu olmasi icin motivasyon seviyeleri ve yasam boyu ogrenme egilimlerinin arttirilmasina yonelik destekleyici calismalar gerceklestirilmesi; yasam boyu ogrenme kavrami egitim fakultelerinin ders programlari icerigine alinmali ve bu kavram ogretim elemanlarinca ogretmen adaylarina daha yogun iletilmesi; ve ogretmen adaylarinin yasam boyu ogrenme egilimlerine direk etki edecek olan kutuphane, internet, ders ve seminerleri iceren ogrenme firsatlari arttirilmasi onerilmektedir.

The Effect of Clinical Practice on Teacher Candidates’ Self-Efficacy Perceptions

The purpose of this research is to examine the effects of clinical practices, which are used in teacher training and skill training, on self-efficacy perceptions of teachers. The participants of the study, which is performed with Solomon Four Groups Experimental Model, constitute 64 pre-school education teacher candidates at a state university. ‘Teachers' Self Efficacy Scale which is developed by Tschannen-Moran and Woolfolk-Hoy (2001) is used as the data collection tool. In analysis of data, parametric tests of independent samples t-test and one-way analysis of covariance was used. The experimental process lasted 14 weeks and clinical applications have been found to have positive effects on teacher candidates’ self-efficacy perceptions. In addition, results, it also gives hints for contributing to teacher candidates in selection of teaching and learning strategies, ensuring the participation of students and classroom management.