Democratic Values and Teacher Self-Efficacy Perceptions: A Case of Pre-Service English Language Teachers in Turkey

Topkaya, Ece Zehir; Yavuz, Aysun

doi:10.14221/ajte.2011v36n8.1

Cited by 30 publications

(28 citation statements)

References 25 publications

(15 reference statements)

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“…In the findings of the similar studies, even if it was not at a statistically significant level, the girls were seen to be more devoted to democratic values compared to the boys. Thus, it might be stressed that the findings seemed similar to the results obtained from the studies of İlgan et al (2013) and Topkaya and Yavuz (2011). Furthermore, in the study carried out by Yüksel et al (2013), it was restated that being in different cities made significant differences between the students' democratic values.…”

Section: Discussionsupporting

confidence: 84%

Middle School Students’ Devotion to Democratic Values

Süngü

2016

SUJE

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ÖzDemocracy as a political system aims to improve individuals' welfare and is considered as a desirable regime for that reason. Even if it is defined in different ways pointing out various aspects based on time and cultural background of societies, it has some common values shared by every person like equality, respecting life, justice, freedom, honesty, the search for goodness, cooperation, self-esteem, tolerance, sensibility, responsibility, acceptance of difference and so forth. This study aimed to determine the devotion level of Turkish 8th grade students to democratic values. The sample of the study comprised of 448 8th graders attending to middle schools located in Yozgat. In order to collect the necessary data Democratic Values Scale developed by İlgan et al. (2013) was used. According to the findings of the study, it was seen that Turkish 8th grade students adopted democratic values at a high level.Keywords: Democracy, democratic values, middle school, student. Ortaokul Öğrencilerinin Demokratik Değerlere Bağlılık Düzeyleri ÖzDemokrasi bir politik sistem olarak bireylerin refah düzeylerini geliştirmeyi amaçlar ve bu nedenle cazip bir yönetim şekli olarak kabul edilmektedir. Demokrasi toplumların kültürel özellikleri ve yaşanılan zamana göre farklı şekillerde tanımlansa da; eşitlik, yaşam hakkına saygı, adalet, özgür-lük, dürüstlük, iyiliği arama, işbirliği, özsaygı, hoşgörü, duyarlılık, sorumluluk duygusu, farklılık-ları kabul etme vb. gibi ortak değerleri barındırmaktadır. Bu çalışma 8. Sınıfa devam etmekte olan Türk öğrencilerin demokratik değerlere bağlılık düzeylerini belirlemeyi amaçlamaktadır. Araştır-ma örneklemi Yozgat'ta bulunan ortaokulların 8. sınıflarına devam etmekte olan 448 öğrenciden oluşmaktadır. Gerekli verilerin toplanması için İlgan vd. (2013) tarafından geliştirilmiş olan Demokratik Değerler Ölçeği'nden yararlanılmıştır. Araştırma bulgularına göre 8. sınıf öğrencilerinin demokratik değerleri yüksek bir düzeyde benimsedikleri belirlenmiştir.

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Section: Discussionsupporting

confidence: 84%

Middle School Students’ Devotion to Democratic Values

Süngü

2016

SUJE

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“…The first and most important vertex highlighted in Figure 3 is teacher self-efficacy which appears positively correlated with class management (Silva, Iaochitte, & Azzi, 2010;Abu-Tineh, Khasawneh, & Khalaileh, 2011), motivation (Shaukat & Iqbal, 2012, Kopcha & Alger, 2011Mojavezi & Tamiz, 2012), job satisfaction (Kelm, 2012), democratic values (Topkaya & Yavuz, 2011), autonomy (Skaalvik & Skaalvik, 2010), relationship of the parents, collective efficacy (Kurt, Duyar, & Calik, 2012), relationship between teacher and student (Kim & Kim, 2010), school performance (Corkett, Hatt, & Benevides, 2011;Mojavezi & Tamiz, 2012), desire to remain in the profession (Iaochitte, Azzi, Plydoro, & Winterstein, 2011), inclusion (Tschannen-Moran & Johnson, 2011Malinen et al, 2013); teaching practice (Pan, Chou Hsu, Li, & Hu, 2013;Vieluf, Kunter, & Vijver, 2013); school's organizational structure (Hemric, Eury, & Shellman, 2010).…”

Section: Relations Among the Variables Identified In The Studies On Tmentioning

confidence: 99%

Overview of research on teacher self-efficacy in social cognitive perspective

et al. 2016

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Título: Panorama de las pesquisas sobre autoeficacia docente en la perspectiva social cognitiva. Resumen: El objetivo de este trabajo fue presentar un panorama de las pesquisas existentes sobre autoeficacia docente. Para tanto, se buscaron artículos en la base de datos de la CAPES y SCIELO periódicos llevado a cabo desde 2009 hasta 2013. Esto resultó en 26 artículos que contemplaban los criterios de inclusión antes establecidos. Los resultados indican que en el análisis de frecuencia de palabras se destacaron los siguientes termos: autoeficacia docente, satisfacción laboral y rendimiento de alumnos. La autoeficacia es influenciada por factores como agotamiento emocional, despersonalización, satisfacción laboral, relación con los padres, uso de la violencia, presión del tiempo, rendimiento académico, manejo de clase, eficacia colectiva entre otros. Tales resultados contribuyen enseñando el sentido de las pesquisas hechas en el área, indicando algunas tendencias y evidenciando lagunas por investigar, por ejemplo, más estudios que verifiquen la relación entre autoeficacia y rendimiento académico, y además, autoeficacia docente y políticas públicas que favorezcan el proceso de enseñanza-aprendizaje. Palabras clave: Autoeficacia de profesores, teoría social cognitiva, proceso de enseñanza-aprendizaje; panorama de las pesquisas. Abstract:The objective of this study was to present an overview of existing researches on self-efficacy teaching. Therefore, researches on articles in the CAPES-Journals and in the SCIELO database were carried out from 2009 to 2013. The survey resulted in 26 articles which consider the inclusion criteria previously established. The results indicate that in relation to the analysis of the frequency words, the following expressions are highlighted: teaching self-efficacy, job satisfaction and students' performance. Self-efficacy is influenced by factors such as emotional exhaustion, depersonalization, job satisfaction, relationship with parents, use of violence, time pressure, academic performance, class management, collective efficacy, among others. These results contribute to signal the direction of the researches which are conducted in the area, indicating some trends and highlighting gaps to be investigated such as a great number of studies that verify the relation between self-efficacy and academic performance as well as self-efficacy teaching and public policy that favor the teaching and learning process.

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“…Democratic values and attitudes of teachers have an impact on teachers' decisions and practices (Topkaya and Yavu, 2011). In a study, Topkaya and Yavu (2011) investigated democratic values and teacher self-efficacy perceptions of 294 pre-service English teachers in the Turkish context.…”

Section: Kaya 2105mentioning

confidence: 99%

“…In a study, Topkaya and Yavu (2011) investigated democratic values and teacher self-efficacy perceptions of 294 pre-service English teachers in the Turkish context. Results indicated that they gained very high democratic values but there was no significant differences based on gender.…”

Section: Kaya 2105mentioning

confidence: 99%

Prospective teachers values in Turkish context

Kaya¹

2015

Educ. Res. Rev.

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Despite the widespread of democracy, the term has no unified meaning; and thus a lack of clarity which renders communication ineffective. Democracy is a political term which allows individuals the freedom of choice when electing government officials. It gives individuals the most involvement in government oversight, elections and changes, as opposed to other forms of governance. However, this study focuses on the freedom of choice within a classroom setting. A recent definition of democracy enables individuals to have more freedom and ability in society along with their identities. Thus it ultimately leads to a more peaceful and prolific lives as individuals are integrated with their society. During this study, the survey model was used to determine the democratic values of the prospective teachers in the fourth year students from faculty of different departments in a Turkish state university. The study carried out with survey models aims to describe the specifications of the mass and the present situation. The research group is a total 402 prospective teachers studying in the Department of Preschool Teaching (n = 41), Guidance and Counseling (n = 41), Social Studies Teaching (n = 75), Science Teaching (n = 60), Primary School Teaching (n = 108), Turkish Teaching (n = 77) in the faculty of education. As an instrument, 'Democratic Values Scale' by Selvi is used to collect the data. The likerttype scale consists of 24 items, including three sub-dimensions with its factor load values ranging from .41 to .72. The sum variance explained by sub-dimensions is 44.81 %. These have shown that the validity of this scale is high. From the findings, we could say this study is so important to demonstrate in different way and approach that there is a democratically well-equipped and planned doctrine and philosophy of education in Turkey. In turn, this reflects on teachers, class, and practically prospective students. In conclusion, the study found that there is in place a democratically well-equipped and planned doctrine and philosophy of education in Turkey. This was found at the student and teacher level, as well as within the prospective student population.

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Democratic Values and Teacher Self-Efficacy Perceptions: A Case of Pre-Service English Language Teachers in Turkey

Cited by 30 publications

References 25 publications

Middle School Students’ Devotion to Democratic Values

Middle School Students’ Devotion to Democratic Values

Overview of research on teacher self-efficacy in social cognitive perspective

Prospective teachers values in Turkish context

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