The Relationship Between Teachers' Self-Efficacy and Attitudes Towards Supervision

Aysun Yüksel Başar; Yüksel Gündüz

Makale detayları

The Relationship Between Teachers' Self-Efficacy and Attitudes Towards Supervision

Yazarlar:

Aysun Yüksel Başar | Yüksel Gündüz

Yayıncı:

Mustafa Süleyman ÖZCAN

Ana Başlıklar:

Alan Eğitimleri

Dergi:

İnsan ve Toplum Bilimleri Araştırmaları Dergisi Vol.13 Issue 1, pp.55-85

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001312808

pISSN:

2147-1185

Anahtar kelimeler:

Özet:

 Self-efficacy is the individuals self-awareness in reaching the intended performance and the individual judgment that he forms for his success. Supervision is the process of involving the teacher in the educational background in order to improve teaching and increase student achievement. The attitude towards the supervision, on the other hand, is a factor that will determine the reaction and subsequent behaviors of the supervisor towards the supervision process and the supervisor after the supervison. This study aims to reveal the relationship between teachers self-efficacy and their attitudes toward supervision. In the study, a relational survey methodology was employed. 2316 teachers who worked in various districts around the province of Samsun made up the studys population, and 747 of those instructors were chosen at random to represent the sample. Data collection techniques included the Teachers Self-Efficacy Scale created by Schmitz and Schwarzer 2000, translated into Turkish by Yılmaz, Köseoğlu, Gerçek, and Soran 2004 as well as the Attitude Toward Supervision Scale created by Gündüz, Elma, and Aslan 2018. The methods utilized to evaluate the data included arithmetic mean, t-test, one-way analysis of variance ANOVA, Pearson product-moment correlation coefficient, and multiple linear regression. The analysis findings showed that while instructors views regarding monitoring were on the medium side, their levels of self-efficacy and efficacy were on the high side. Regarding education level and marital status, there was no discernible variation in teachers self-efficacy; nevertheless, there was a discernible difference when it came to gender, professional seniority, branch, and school type. While there was no significant difference in teachers views about supervision when branch type, school type, or marital status were taken into account, there was a significant difference when professional seniority, gender, and educational status were taken into account. The association between instructors attitudes about supervision and their sense of self-efficacy was shown to be both favorable and substantial. Also, it was found that instructors views toward monitoring were significantly predicted by their level of self-efficacy.

 Self-efficacy is the individuals self-awareness in reaching the intended performance and the individual judgment that he forms for his success. Supervision is the process of involving the teacher in the educational background in order to improve teaching and increase student achievement. The attitude towards the supervision, on the other hand, is a factor that will determine the reaction and subsequent behaviors of the supervisor towards the supervision process and the supervisor after the supervison. This study aims to reveal the relationship between teachers self-efficacy and their attitudes toward supervision. In the study, a relational survey methodology was employed. 2316 teachers who worked in various districts around the province of Samsun made up the studys population, and 747 of those instructors were chosen at random to represent the sample. Data collection techniques included the Teachers Self-Efficacy Scale created by Schmitz and Schwarzer 2000, translated into Turkish by Yılmaz, Köseoğlu, Gerçek, and Soran 2004 as well as the Attitude Toward Supervision Scale created by Gündüz, Elma, and Aslan 2018. The methods utilized to evaluate the data included arithmetic mean, t-test, one-way analysis of variance ANOVA, Pearson product-moment correlation coefficient, and multiple linear regression. The analysis findings showed that while instructors views regarding monitoring were on the medium side, their levels of self-efficacy and efficacy were on the high side. Regarding education level and marital status, there was no discernible variation in teachers self-efficacy; nevertheless, there was a discernible difference when it came to gender, professional seniority, branch, and school type. While there was no significant difference in teachers views about supervision when branch type, school type, or marital status were taken into account, there was a significant difference when professional seniority, gender, and educational status were taken into account. The association between instructors attitudes about supervision and their sense of self-efficacy was shown to be both favorable and substantial. Also, it was found that instructors views toward monitoring were significantly predicted by their level of self-efficacy.

 Self-efficacy is the individuals self-awareness in reaching the intended performance and the individual judgment that he forms for his success. Supervision is the process of involving the teacher in the educational background in order to improve teaching and increase student achievement. The attitude towards the supervision, on the other hand, is a factor that will determine the reaction and subsequent behaviors of the supervisor towards the supervision process and the supervisor after the supervison. This study aims to reveal the relationship between teachers self-efficacy and their attitudes toward supervision. In the study, a relational survey methodology was employed. 2316 teachers who worked in various districts around the province of Samsun made up the studys population, and 747 of those instructors were chosen at random to represent the sample. Data collection techniques included the Teachers Self-Efficacy Scale created by Schmitz and Schwarzer 2000, translated into Turkish by Yılmaz, Köseoğlu, Gerçek, and Soran 2004 as well as the Attitude Toward Supervision Scale created by Gündüz, Elma, and Aslan 2018. The methods utilized to evaluate the data included arithmetic mean, t-test, one-way analysis of variance ANOVA, Pearson product-moment correlation coefficient, and multiple linear regression. The analysis findings showed that while instructors views regarding monitoring were on the medium side, their levels of self-efficacy and efficacy were on the high side. Regarding education level and marital status, there was no discernible variation in teachers self-efficacy; nevertheless, there was a discernible difference when it came to gender, professional seniority, branch, and school type. While there was no significant difference in teachers views about supervision when branch type, school type, or marital status were taken into account, there was a significant difference when professional seniority, gender, and educational status were taken into account. The association between instructors attitudes about supervision and their sense of self-efficacy was shown to be both favorable and substantial. Also, it was found that instructors views toward monitoring were significantly predicted by their level of self-efficacy.

 Öz-yeterlik, bireyin amaçlamış olduğu performansa ulaşmasında kendi farkındalığında olması, başarısına yönelik oluşturduğu bireysel yargısıdır. Denetim, öğretimi geliştirmek ve öğrenci başarısını artırmak amacıyla öğretmeni eğitim zeminine katma sürecidir. Denetime ilişkin tutum ise denetlenen kişinin geçirmiş olduğu denetim sonrasında, denetim sürecine ve deneticiye yönelik oluşturduğu tepki ve sonraki davranışlarını da belirleyecek olan bir unsurdur. Bu araştırma, öğretmenlerin öz-yeterlikleri ile denetime yönelik tutumları arasındaki ilişkiyi ortaya koymayı amaçlamaktadır. Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırmanın evrenini Samsun ilinin farklı ilçelerinde görev yapan 2316 öğretmen; örneklemini ise, evrenden tesadüfi örnekleme yoluyla seçilen 747 öğretmen oluşturmaktadır. Araştırmada veri toplama aracı olarak, Schmitz ve Schwarzer 2000 tarafından geliştirilen ve Yılmaz, Köseoğlu, Gerçek ve Soran 2004 tarafından Türkçeye uyarlanan Öğretmen Öz-yeterlik Ölçeği ile Gündüz, Elma ve Aslan 2018 tarafından geliştirilen Denetime İlişkin Tutum Ölçeği kullanılmıştır. Elde edilen verilerin analizinde aritmetik ortalama, t-testi, tek yönlü varyans analizi ANOVA, pearson momentler çarpımı korelasyon katsayısı ve çoklu doğrusal regresyon teknikleri kullanılmıştır. Yapılan analiz sonucuna göre, öğretmenlerin öz-yeterlikleri yüksek düzeyde bulunurken, denetime ilişkin tutumları ise orta düzeyde bulunmuştur. Öğretmenlerin öz-yeterlikleri arasında öğrenim durumu ve medeni durum değişkenlerine göre anlamlı fark meydana gelmezken; cinsiyet, mesleki kıdem, branş ve okul türü değişkenlerine göre anlamlı fark meydana gelmiştir. Öğretmenlerin denetime yönelik tutumları arasında medeni durum, branş türü ve okul türü değişkenlerine göre anlamlı fark oluşmazken; cinsiyet, öğrenim durumu ve mesleki kıdem değişkenlerine göre anlamlı fark meydana gelmiştir. Öğretmenlerin öz-yeterlikleri ile denetime yönelik tutumları arasında pozitif yönde ve anlamlı bir ilişki bulunmuştur. Ayrıca öğretmenlerin öz-yeterliklerinin, öğretmenlerin denetime yönelik tutumlarının anlamlı bir yordayıcısı olduğu sonucuna ulaşılmıştır.

Makale detayları

The Relationship Between Teachers' Self-Efficacy and Attitudes Towards Supervision

Yazarlar:

Aysun Yüksel Başar | Yüksel Gündüz

Yayıncı:

Mustafa Süleyman ÖZCAN

Ana Başlıklar:

Alan Eğitimleri

Dergi:

İnsan ve Toplum Bilimleri Araştırmaları Dergisi Vol.13 Issue 1, pp.55-85

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001312808

pISSN:

2147-1185

Teacher

Competence

Self-efficacy

Supervision

Attitude

Sayı

Makale detayları

The Relationship Between Teachers' Self-Efficacy and Attitudes Towards Supervision

Yazarlar: Aysun Yüksel Başar | Yüksel Gündüz

Yayıncı: Mustafa Süleyman ÖZCAN

Ana Başlıklar: Alan Eğitimleri

Dergi: İnsan ve Toplum Bilimleri Araştırmaları Dergisi Vol.13 Issue 1, pp.55-85

Belge Tipi: Makale

Yayın Tarihi: 3/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001312808

pISSN: 2147-1185

Teacher

Competence

Self-efficacy

Supervision

Attitude

Sayı

Yazarlar:

Aysun Yüksel Başar | Yüksel Gündüz

Yayıncı:

Mustafa Süleyman ÖZCAN

Ana Başlıklar:

Alan Eğitimleri

Dergi:

İnsan ve Toplum Bilimleri Araştırmaları Dergisi Vol.13 Issue 1, pp.55-85

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001312808

pISSN:

2147-1185