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Bu araştırmanın amacı, lise öğretmenlerinin özyeterlik düzeylerini belirlemektir. Bu araştırma anlık tarama modelindedir. Araştırmanın evrenini, 2017-2018 eğitim öğretim yılında, Elazığ merkez ve ilçelerin merkezindeki liselerde görev yapan toplam 2805; örneklemini ise, basit tesadüfi örnekleme yolu ile belirlenen toplam 292 öğretmen oluşturmaktadır. Araştırmaya katılan branş öğretmenlerinin bütün alt boyutlarda ve ölçeğin tamamında mesleki öz yeterlik düzeyleri oldukça yeterlidir. Anlamlı olmamasına rağmen, cinsiyet değişkenine göre, sınıf yönetimine yönelik özyeterlik, öğretim stratejilerine yönelik özyeterlik alt boyutlarında ve ölçeğin tamamında erkek öğretmenlerin özyeterlik düzeyleri kadın öğretmenlere göre daha yüksektir. Öğrenci sayısı fazla olan okullarda görev yapan öğretmenlerin özyeterlik düzeyleri, öğrenci sayısı düşük olan okullarda görev yapanlara göre daha yüksektir. Lisansüstü eğitim alan öğretmenlerin özyeterlikleri düzeyleri lisans eğitimi alan öğretmenlerin özyeterlik düzeylerinden daha yüksektir. Okuldaki öğretmen sayısı arttıkça öğretmenlerin sınıf yönetimine yönelik özyeterlik düzeyleri yükselmektedir.
The purpose of this research is to determine the self-efficiency levels of high school teachers. This research is in the instant scanning model. The universe of the research constitutes a total of 2805 teachers working in high schools in the center of Elazığ and in its districts in the academic year of 2017-2018. The sample forms a total of 292 teachers determined by simple random sampling. Professional self-efficacy levels of the branch teachers participating in the research are sufficient in all sub-dimensions and in the whole scale. Although not meaningful, according to the gender variable, the sub-dimensions of self-efficacy for classroom management and self-efficacy for teaching strategies and in the whole scale, self-efficacy levels of male teachers are higher than female teachers. Self-efficiency levels of teachers who work in schools with a small number of students are lower than those who work in schools with a high number of students. The levels of self-efficiency of the teachers receiving postgraduate education are higher than the levels of self-efficiency of the undergraduate teachers. As the number of teachers in the school increases, teachers’ self-efficacy levels towards classroom management increase.
The purpose of this research is to determine the self-efficacy levels of high school teachers. This research is in the instant scanning model. The universe of the research constitutes a total of 2805 teachers working in high schools in the center of Elazığ and in its districts in the academic year of 2017-2018. The sample forms a total of 292 teachers determined by simple random sampling. Professional self-efficacy levels of the branch teachers participating in the research are sufficient in all sub-dimensions and in the whole scale. Although not meaningful, according to the gender variable, the sub-dimensions of self-efficacy for classroom management and self-efficacy for teaching strategies and in the whole scale, self-efficacy levels of male teachers are higher than female teachers. Self-efficacy levels of teachers who work in schools with a small number of students are lower than those who work in schools with a high number of students. The levels of self-efficacy of the teachers receiving postgraduate education are higher than the self-efficacy levels of the undergraduate teachers. As the number of teachers in the school increases, teachers' self-efficacy levels towards classroom management increase.
Field : Eğitim Bilimleri; Güzel Sanatlar; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Ulusal
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