Öğretmen Adaylarının Mesleğinde Öz Yeterliğin Tutum ve Motivasyona Etkisi: Eğitim Fakültesi ve Pedagojik Formasyon Eğitimi Alan Öğretmen Adayları Üzerine Bir Araştırma

Bektaş, Meral; Karagöz, Şerife

doi:10.20860/ijoses.334823

Cited by 2 publications

(1 citation statement)

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“…Bu nedenle ilkokul döneminde çocuğun ilgi, ihtiyaç ve kapasitesini mümkün olan en üst düzeye çıkarabilecek müzik eğitiminden yararlanması önemli görülmekte; sınıf öğretmeninin müzik eğitimi alanında donanımlı olması ve öz-yeterlik düzeyinin Turkish Studies -Education, 15 4yüksek olmasının çocuğun müziksel gelişim sürecini destekleyip şekillendireceği düşünülmektedir. Bu düşünce ile bu araştırmada Bozdemir (2012) Ekici, 2017). Bu inancın zayıf olması ise öğretmenin kendisinden şüphe duymasına, öğretim sürecindeki zorluklarla mücadele etme konusunda zayıf olmasına, sıklıkla stres ve endişe durumunu yaşamasına neden olabilmektedir (Kıvanç, 2020).…”

Section: Conclusion and Suggestionsunclassified

Sınıf Öğretmenlerinin Müzik Eğitimine Yönelik Öz-Yeterlikleri: Bir Ölçek Uyarlama Çalışması

Gül¹

2020

TurkishStudies

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In music education carried out special purposes such as developing the individual's musical perception-knowledge, aesthetic thought, creativity, ability, individual, social relations, mental skills and etc., it has been considered important for the classroom teacher to have sufficient knowledge of the music field and to use this field knowledge in the education process. For this reason, the high level of self-efficacy beliefs towards music education of classroom teachers who are working in primary school level, one of the important steps of basic education, will contribute to the effective and productive education and to educate equipped individuals. Music education activities contribute not only to the academic success of children, but also to the development of identity, friendship and social communication. Therefore, it has been considered important for the child to benefit from music education that can maximize his/her interests, needs and capacities in the primary school period, and it has been thought that the classroom teacher's being equipped in the field of music education and having high self-efficacy level will support and shape the child's musical development process. In respect to this, the study aimed to present the adaptation and validity-reliability studies of the "Problem Determination Scale for Physical Education and Sports Course" developed by Bozdemir (2012) to the determination the self-efficacy of the classroom teachers towards the music lesson. The research was carried out with 252 classroom teachers working in primary schools with the permission of The Provincial Director of National Education, numbered 5445474, dated 14 March 2019, in Usak, Turkey. As a result of the validity and reliability studies with 5-point Likert-type scale, it was determined that the scale has been adapted to the selfefficacy scale for music lessons and consisted of 20 items distributed across 5 factors. Kaiser-Meyer-Olkin sample suitability test for determining whether the data obtained from the application of the scale is suitable for factor analysis and Factor Analysis for determining the factor structure of the scale were performed. Cronbach Alpha coefficient was also determined to test its validity and was calculated as 0.743. As a result of the principal components analysis which was applied to be able to analyze the dataset with factor analysis, 5 factors with an eigenvalue of 1 and above were formed. According to the results obtained, it can be said that the scale adapted to measure the self-efficacy of classroom teachers for music education is an appropriate measurement tool.

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Section: Conclusion and Suggestionsunclassified

Sınıf Öğretmenlerinin Müzik Eğitimine Yönelik Öz-Yeterlikleri: Bir Ölçek Uyarlama Çalışması

Gül¹

2020

TurkishStudies

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A Study of Teachers’ Self-Efficacy Beliefs, Motivation to Teach, and Curriculum Fidelity: A Path Analysis Model

Aytaç

2022

Int. J. of Cont. Edu. Res.

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This study aims to test a path analysis model that examines teachers' self-efficacy beliefs, motivation to teach, and curriculum fidelity. A correlational survey model was used while designing the study. The study sample consisted of 414 teachers working in a province of Turkey during the spring semester of the 2019-2020 academic year. The Teacher Self-Efficacy Beliefs Scale, the Teachers' Motivation to Teach Scale, and the Curriculum Fidelity Scale were used as data collection tools. Prior to data analysis, the data set was tested for both univariate and multivariate normality; descriptive statistics, Pearson correlation, and path analysis were also used to test the data. The results of the study show that the teachers have strong self-efficacy beliefs. While they have high intrinsic motivation, their extrinsic motivation is moderate. Based on the results of the path analysis, teachers' self-efficacy beliefs were found to, directly and indirectly, predict both their motivation to teach and their curriculum fidelity. In addition, teachers' levels of intrinsic motivation were found to predict curriculum fidelity directly, while their levels of extrinsic motivation were found to affect curriculum fidelity indirectly.

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Öğretmen Adaylarının Mesleğinde Öz Yeterliğin Tutum ve Motivasyona Etkisi: Eğitim Fakültesi ve Pedagojik Formasyon Eğitimi Alan Öğretmen Adayları Üzerine Bir Araştırma

Cited by 2 publications

References 4 publications

Sınıf Öğretmenlerinin Müzik Eğitimine Yönelik Öz-Yeterlikleri: Bir Ölçek Uyarlama Çalışması

Sınıf Öğretmenlerinin Müzik Eğitimine Yönelik Öz-Yeterlikleri: Bir Ölçek Uyarlama Çalışması

A Study of Teachers’ Self-Efficacy Beliefs, Motivation to Teach, and Curriculum Fidelity: A Path Analysis Model

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