Turkish Teacher Candidates’ Self-Efficacies to Use Listening Strategies Scale: A Validity and Reliability Study

Abstract

This study aimed to develop Turkish Teacher Candidates’ Self-Efficacies to Use Listening Strategies Scale. Therefore, the study was designed in sequential explanatory design, and sequential timing has been followed. First, the interview study was conducted with 40 participants, and the qualitative data were analyzed through content analysis. Subsequently, an item pool was designed via the findings obtained from the qualitative findings and literature review. Afterward, the draft form was applied to Turkish teacher candidates and 345 valid forms were obtained. As a result of the exploratory factor analysis conducted for the data obtained, we determined that the items were collected in four factors in total. The Cronbach’s alpha coefficient was calculated as .927 for the scale. Confirmatory factor analysis was performed in the last stage, and finally, we found that all factors are statistically significant and the obtained model has a good fit. In addition, we determined that the qualitative findings have chronological categorization and the quantitative findings have thematical categorization. This means that thematic categorization to the listening strategies can be more appropriate for listening skills. Consequently, the scale can be used in determining the self-efficacy perceptions of Turkish teacher candidates to use listening strategies. Furthermore, the scale can contribute to similar studies in the literature.

Environmental Factors for the Advancement of Teachers’ Self-Efficacy in Professional Development

“…These results are coherent with the theoretical framework. Both communication with teachers (CT) ( Green 2003 ; Kuru 2018 ; Kurudayıoğlu et al 2021 ) and communication with students (CS) ( Dhillon and Kaur 2021 ) are potential elements to boost teachers’ self-efficacy.…”

“…Excellent school environments also depend on creating effective communication processes between students and teachers in the classrooms ( Dhillon and Kaur 2021 ). Enhancing a teacher’s occupational environment, we must also concentrate on self-efficacy perceptions about their communication skills in the entire educational process ( Kuru 2018 ; Kurudayıoğlu et al 2021 ). Likewise, communication is a possible element for promoting self-efficacy ( Green 2003 ).…”