Relationship Between Professional Attitudes and Professional Commitment of Classroom Teachers: The Mediating Role of Teacher Self-Efficacy Belief

Bünyamin İspir; Ali Yıldız

Makale detayları

Relationship Between Professional Attitudes and Professional Commitment of Classroom Teachers: The Mediating Role of Teacher Self-Efficacy Belief

Yazarlar:

Bünyamin İspir | Ali Yıldız

Yayıncı:

Cukurova University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.52 Issue 2, pp.528-555

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001297703

pISSN:

1302-9967

Anahtar kelimeler:

Özet:

 The purpose of this study is to investigate the relationship between classroom teachers commitment to their profession and professional attitudes, as well as the mediating role that self-efficacy belief plays in this relationship. The relational screening model was chosen as the method in the research. The study group of the research consists of a total of 235 classroom teachers, 188 of whom are female and 47 male, working in various primary schools in Turkey. In the research, attitude towards the teaching profession, dedication to the teaching profession, and teacher self-efficacy belief scales were used as data collection tools. Data were analyzed by correlation and structural equation model analysis. The analyzes show that there are positive and moderately significant relationships between teacher self-efficacy belief and attitude towards the teaching profession, and between commitment to the teaching profession and teacher self-efficacy belief. In addition, the results reveal that there is a highly significant positive relationship between commitment to the teaching profession and attitude towards the teaching profession. On the other hand, the Z value calculated according to the Sobel test equation was found to be 4.64 and it was concluded that self-efficacy belief partially mediated the relationship between professional attitude and commitment to the profession. In order to increase the validity of the significance levels of direct and indirect effects, bootstrapping was performed and the mediating role of self-efficacy belief was supported in the relationship between professional attitude and commitment to the profession.

 The purpose of this study is to investigate the relationship between classroom teachers commitment to their profession and professional attitudes, as well as the mediating role that self-efficacy belief plays in this relationship. The relational screening model was chosen as the method in the research. The study group of the research consists of a total of 235 classroom teachers, 188 of whom are female and 47 male, working in various primary schools in Turkey. In the research, attitude towards the teaching profession, dedication to the teaching profession, and teacher self-efficacy belief scales were used as data collection tools. Data were analyzed by correlation and structural equation model analysis. The analyzes show that there are positive and moderately significant relationships between teacher self-efficacy belief and attitude towards the teaching profession, and between commitment to the teaching profession and teacher self-efficacy belief. In addition, the results reveal that there is a highly significant positive relationship between commitment to the teaching profession and attitude towards the teaching profession. On the other hand, the Z value calculated according to the Sobel test equation was found to be 4.64 and it was concluded that self-efficacy belief partially mediated the relationship between professional attitude and commitment to the profession. In order to increase the validity of the significance levels of direct and indirect effects, bootstrapping was performed and the mediating role of self-efficacy belief was supported in the relationship between professional attitude and commitment to the profession.

 The purpose of this study is to investigate the relationship between classroom teachers commitment to their profession and professional attitudes, as well as the mediating role that self-efficacy belief plays in this relationship. The relational screening model was chosen as the method in the research. The study group of the research consists of a total of 235 classroom teachers, 188 of whom are female and 47 male, working in various primary schools in Turkey. In the research, attitude towards the teaching profession, dedication to the teaching profession, and teacher self-efficacy belief scales were used as data collection tools. Data were analyzed by correlation and structural equation model analysis. The analyzes show that there are positive and moderately significant relationships between teacher self-efficacy belief and attitude towards the teaching profession, and between commitment to the teaching profession and teacher self-efficacy belief. In addition, the results reveal that there is a highly significant positive relationship between commitment to the teaching profession and attitude towards the teaching profession. On the other hand, the Z value calculated according to the Sobel test equation was found to be 4.64 and it was concluded that self-efficacy belief partially mediated the relationship between professional attitude and commitment to the profession. In order to increase the validity of the significance levels of direct and indirect effects, bootstrapping was performed and the mediating role of self-efficacy belief was supported in the relationship between professional attitude and commitment to the profession.

 Bu çalışmanın amacı, sınıf öğretmenlerinin mesleki tutumları ile mesleğe bağlılıkları arasındaki ilişkiyi ve bu ilişkide özyeterlik inancının aracılık etkisini incelemektir. Araştırmada yöntem olarak ilişkisel tarama modeli tercih edilmiştir. Araştırmanın çalışma grubu, Türkiyedeki çeşitli ilkokullarda görev yapan 188 kadın ve 47 erkek olmak üzere toplam 235 sınıf öğretmeninden oluşmaktadır. Araştırmada öğretmenlik mesleğine yönelik tutum, öğretmenlik mesleğine adanmışlık ve öğretmen özyeterlik inancı ölçekleri veri toplama aracı olarak kullanılmıştır. Veriler korelasyon ve yapısal eşitlik modeli YEM analizi ile çözümlenmiştir. Yapılan analizler, öğretmen özyeterlik inancı ile öğretmenlik mesleğine yönelik tutum ve öğretmenlik mesleğine bağlılık ile öğretmen özyeterlik inancı arasında pozitif yönde orta düzeyde anlamlı ilişkilerin bulunduğunu göstermektedir. Ayrıca sonuçlar, öğretmenlik mesleğine bağlılık ile öğretmenlik mesleğine yönelik tutum arasında pozitif yönde yüksek düzeyde anlamlı bir ilişkinin olduğunu ortaya koymaktadır. Diğer taraftan Sobel testi eşitliğine göre hesaplanan Z değeri 4.64 olarak bulunmuş ve özyeterlik inancının, mesleki tutum ile mesleğe bağlılık ilişkisine kısmi aracılık ettiği sonucuna ulaşılmıştır. Doğrudan ve dolaylı etkilerin anlamlı olma düzeylerine yönelik geçerliği artırmak için bootstrapping işlemi gerçekleştirilmiş ve mesleki tutum ile mesleğe bağlılık arasındaki ilişkide özyeterlik inancının aracılık rolü desteklenmiştir.

Makale detayları

Relationship Between Professional Attitudes and Professional Commitment of Classroom Teachers: The Mediating Role of Teacher Self-Efficacy Belief

Yazarlar:

Bünyamin İspir | Ali Yıldız

Yayıncı:

Cukurova University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.52 Issue 2, pp.528-555

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001297703

pISSN:

1302-9967

Classroom Teachers

Professional Attitude

Commitment to the Profession

Self-efficacy Beliefs

MediationSınıf Öğretmenleri

Mesleki Tutum

Mesleğe Bağlılık

Özyeterlik İnancı

Aracılık.

Sayı

Makale detayları

Yazarlar: Bünyamin İspir | Ali Yıldız

Yayıncı: Cukurova University

Ana Başlıklar: Sınıf Eğitimi

Dergi: Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.52 Issue 2, pp.528-555

Belge Tipi: Makale

Yayın Tarihi: 8/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001297703

pISSN: 1302-9967

Sayı

Yazarlar:

Bünyamin İspir | Ali Yıldız

Yayıncı:

Cukurova University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.52 Issue 2, pp.528-555

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001297703

pISSN:

1302-9967