scholarly journals A Study on Teacher Candidates’ Self-Efficacy, Motivation and Affection Levels for Children

2018 ◽  
Vol 6 (12) ◽  
pp. 111 ◽  
Author(s):  
Vesile Yildiz Demirtaş
Keyword(s):  
Special Education ◽  
Primary School ◽  
Teaching Strategies ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Linear Regression Analysis ◽  
Efficacy Beliefs ◽  
Primary School Teacher ◽  
School Teaching ◽  
Teacher Self Efficacy

The purpose of this research is to reveal the levels of affection for children, teaching motivations and self-efficacy beliefs of the teacher candidates studying in special education, pre-school and primary school teaching departments based on their gender, classroom and academic branches to showcase the correlations between the levels of the teachers’ affection for children, their self-efficacy beliefs and teaching motivations. The study group was determined with the criterion sampling method. 368 teacher candidates participated in this study: 108 from special education department, 136 from pre-school department and 136 from primary school teacher department. The data were collected by means of ‘Barnett Liking Children, Teaching Motivations and Perception of Teacher Self-efficacy Scales’. The data were analyzed using independent group t-tests, one –way analysis of variance, Pearson’s correlation analysis and simple linear regression analysis. The results show that the teacher candidates from the three departments have a high level of affection for children. Their motivations to teach and self-efficacy beliefs are higher than the average value. It is revealed that there is an average positive correlation between liking children and teacher self-efficacy in using teaching strategies. However, the data results disclosed that the teacher candidates’ self-efficacy beliefs, students’ participation, teaching motivations, and teaching strategies predict their affection for children significantly and positively. Teacher candidates should be enabled to establish direct experiences with the group they shall work with in order to develop the self-efficiency beliefs of them.

scholarly journals The Relation between Self-Efficacy Beliefs towards Science Teaching and Learning Strategies of Primary School Teacher Candidates

2020 ◽  
Vol 6 (2) ◽  
pp. 347
Author(s):  
Nevin Kozcu Çakır
Keyword(s):  
Primary School ◽  
Science Teaching ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
School Teacher ◽  
Primary School Teacher ◽  
Data Set ◽  
Efficacy Belief

In this research, the relation between primary school teacher candidates' self-efficacy beliefs towards science teaching and learning strategies was investigated. The research group consisted of 314 primary school teacher candidates who are studying in the faculty of education in a public university. “The Science Teaching Efficacy Belief Instrument” was used to determine the self-efficacy of primary school teacher candidates for science teaching; and in order to determine their learning strategies, part of the Learning Strategies Scale (LSS) was used. The data were analyzed with canonical correlation analysis using CANCORR syntax in PASW 21 software. According to the results of the analysis, it was determined that there was a significant  relation between the personal self-efficacy belief in science teaching variable in self-efficacy belief in science teaching data set and elaboration strategy (ES), metacognitive self-regulation (MC), effort regulation (ER) and time and study environment management (TSEM) variables in the learning strategies data set.

Self-efficacy beliefs of students of primary school teaching department regarding mathematics and teaching mathematics

2020 ◽  
Vol 8 (4) ◽  
pp. 747-753
Author(s):  
Murat Ellez ◽  
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Teaching Mathematics ◽  
Teaching Math ◽  
School Teaching ◽  
Significant Difference ◽  
Students Attitudes

Prospective teachers’ attitudes and beliefs regarding self-efficacy beliefs become the basis of their attitudes in their professional lives, as they affect their students’ attitudes and self-efficacy. The aim of this study is to determine the primary teacher training students’ attitudes towards mathematics and self-efficacy beliefs regarding teaching math and the relationship among them. The “Relational Scanning Model” is used in the study. Data is collected from 290 students who were studying in the Primary Education Department of 9 Eylül University, Buca Faculty of Education. Mathematics Attitude Scale and Self-efficacy Belief Scale towards Teaching Mathematics are used to gather data. SPSS 22 was used for data analyses. T-test used for identifying significance of differences, and the Pearson correlation coefficient by means of different aspects. Results showed no differences by gender in attitudes towards math and self-efficacy beliefs regarding teaching math of the students who completed the survey. However, although Primary Education prospective teachers scores were higher in their attitude points and self–efficacy towards math teaching, a significant difference between pre-school and primary school prospective teachers. Besides, results revealed a relationship between attitude and self-efficacy beliefs regarding math. To further research, it is recommended that the same surveys should be done with different groups and the larger sample sizes

scholarly journals The Relationship between the Values of Primary School and Music Teacher Candidates and Their Cheating Attitudes

2017 ◽  
Vol 7 (1) ◽  
pp. 281
Author(s):  
Asuman Seda Saracaloglu ◽  
Ceren Saygi Gerceker ◽  
Soner Aladag
Keyword(s):  
Music Education ◽  
Primary School ◽  
Teacher Candidates ◽  
School Teacher ◽  
Music Teacher ◽  
Primary School Teacher ◽  
School Teaching ◽  
Significant Difference ◽  
The Relationship ◽  
Cheating Attitudes

The aim of this research is to examine the relationship between the values of primary and music teacher candidates and their cheating attitudes in terms of different variables. The study group of the research is composed of 249 students who are studying at the Departments of Primary School Teaching and Music Education at Adnan Menderes University Faculty of Education. In the research, Portrait Values Questionnaire and personal information form were used. In the analysis of data, t test, ANOVA, correlation analysis and tukey HSD test was used. It was detected that teacher candidates had high levels of value perceptions and the three most important values were universalism, security and self-direction. It was found that there was a statistically significant difference in primary school and music teacher candidates in all values except achievement, hedonism and stimulation according to their departments. This difference was on behalf of primary school teacher candidates. Another conclusion of the research was the gender variable. In all values except power, significant difference was on behalf of females. When the value scores of primary school and music teacher candidates were examined, all the values except for power were on behalf of freshmen. It was seen that there were significant differences between the teacher candidates’ academic achievement perceptions and their value scores of achievement, stimulation, self-direction, universalism, benevolence, tradition, conformity and security except power and hedonism values. Findings related to cheating, which was another variance of the research, are as follows; cheating attitudes of primary school and music teacher candidates were moderate. It was detected that the participants had negative attitudes towards cheating. A significant difference was detected in cheating attitude according to the department. In other words, it was seen that music teacher candidates were more positive towards cheating. When cheating attitudes according to gender variable were examined, it was seen that there was a significant difference on behalf of females.

scholarly journals Peran efikasi diri dalam memediasi interaksi mindfulness dan burnout pada guru sekolah dasar inklusif

2020 ◽  
Vol 9 (1) ◽  
pp. 118-139
Author(s):  
Putu Winda Yuliantari G.D. ◽  
Pratiwi Widyasari
Keyword(s):  
Teacher Efficacy ◽  
Primary School ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Maslach Burnout Inventory ◽  
Primary School Teacher ◽  
Inclusive Practice ◽  
Convenience Sampling ◽  
Teacher Self Efficacy ◽  
The Relationship

AbstractThe role of teachers, especially in primary school education, is something that needs to be considered as a form of anticipation of emotional fatigue that results in burnout. This study aimed to examine the effect of teacher self-efficacy in mediating the relationship of mindfulness to the domain of burnout conditions. Data collected from participants in inclusive primary school (n = 174) using convenience sampling techniques. This study used Mindfulness in Teaching Scale, Teacher Efficacy in Inclusive Practice, and Maslach Burnout Inventory-Educator Survey as measuring tools, which has been adapted to the context of inclusive education in Indonesia. The results of the regression test and the Sobel test showed that self-efficacy significantly mediates the relationship between mindfulness conditions and the domain of personal achievement in burnout conditions. The teacher's self-efficacy becomes an important thing to consider when wanting to handle mindfulness in helping to improve the domain of personal accomplishment in burnout conditions. Implications, limitations of the study, and suggestions for further research are discussed.Keywords: Burnout; Inclusive education; Mindfulness; Primary school teacher; Self-efficacy  AbstrakPeran guru terutama di pendidikan sekolah dasar menjadi hal yang perlu untuk diperhatikan sebagai bentuk antisipasi terhadap kondisi kelelahan emosional yang berujung pada burnout. Penelitian ini bertujuan menguji pengaruh efikasi diri guru dalam memediasi hubungan kondisi kesadaran (mindfulness) terhadap domain kondisi burnout. Pengambilan data partisipan penelitian di sekolah dasar inklusif (n=174) dilakukan dengan teknik convenience sampling. Penelitian ini menggunakan alat ukur Mindfulness in Teaching Scale, Teacher Efficacy in Inclusive Practice, dan Maslach Burnout Inventory-Educator Survey, yang telah diadaptasi ke dalam konteks pendidikan inklusif di Indonesia. Hasil uji regresi dan uji Sobel menunjukkan efikasi diri secara signifikan memediasi hubungan antara kondisi mindfulness dengan domain pencapaian personal pada kondisi burnout. Efikasi diri guru menjadi hal yang penting untuk diperhatikan ketika ingin melakukan penanganan terhadap kondisi kesadaran (mindfulness) dalam membantu meningkatkan domain pencapaian personal pada kondisi burnout. Implikasi, keterbatasan penelitian, dan saran untuk penelitian selanjutnya didiskusikan.Kata kunci: Burnout; Efikasi diri; Guru sekolah dasar; Mindfulness; Pendidikan inklusif

scholarly journals Examining the Relationship between Pre-Service Teachers’ Critical Thinking Disposition, Problem Solving Skills and Teacher Self-Efficacy

2017 ◽  
Vol 10 (6) ◽  
pp. 23 ◽  
Author(s):  
Ramazan Cansoy ◽  
Muhammet Emin Turkoglu
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Self Efficacy ◽  
Linear Regression Analysis ◽  
Efficacy Beliefs ◽  
University Education ◽  
Problem Solving Skills ◽  
Critical Thinking Disposition ◽  
Teacher Self Efficacy ◽  
Thinking Disposition

The aim of this study was to examine the relationships between the pre-service teachers’ critical thinking disposition, problem-solving skills and self-efficacy beliefs. The participants of the study were 519 pre-service teachers from Afyon Kocatepe University, Education Faculty. Critical Thinking Disposition, Problem Solving Inventory, and Teacher Self-efficacy Scale were used to collect the data. Arithmetic mean, Pearson Product-Moment Correlation Coefficient and Multiple Linear Regression Analysis were employed in data analysis. The results of the study revealed that the pre-service teachers’ critical thinking disposition was low, problem-solving skills were moderate and teacher self-efficacy perceptions were quite adequate. However, the critical thinking disposition and problem-solving skills revealed significant positive correlations with all dimensions of teacher self-efficacy. An important finding is that critical thinking disposition and problem-solving skills were positive and significant predictors of all sub-dimensions of teacher self-efficacy beliefs.

scholarly journals Examination of the Self-Efficacy of Primary School Teacher Candidates towards First Reading-Writing Education

2016 ◽  
Vol 6 (4) ◽  
pp. 119
Author(s):  
Hatice Vatansever Bayraktar
Keyword(s):  
Primary School ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
School Teacher ◽  
The Self ◽  
Primary School Teacher ◽  
Education Faculty ◽  
Significant Difference ◽  
High Level ◽  
The Universe

The aim of this study is to examine the levels of the self-efficacy of primary school teacher candidates towards first reading-writing education and whether they differentiate by various variables. The study is prepared in accordance with the screening model. The universe of this study consists of the primary school teacher candidates who receive education at an Education Faculty of a public university in Istanbul province. As for the sample, it consists of 124 primary school teacher candidates who receive education at the Education Faculty of two public universities in Istanbul province. As for the data collection tool, the “Self-efficacy towards First Reading-Writing Education Scale” developed by Delican (2016) was employed in this study. As a result of the study, there is not a significant difference between the self-efficacies of the primary school teacher candidates towards first reading-writing education depending on their age. The self-efficacy of the primary school teacher candidates towards first reading-writing education creates a significant difference depending on the gender variable. In the preparation, practice and assessment sub-dimensions and on the scale overall, the self-efficacy of females towards first reading-writing education is higher when compared to males. There is a significant difference depending on the variable of the grade in which the primary school teacher candidates receive an education. The self-efficacy of the primary school teacher candidates who study in the 3<sup>rd</sup> grade towards first reading-writing education is higher when compared to the primary school teacher candidates in the 4<sup>th</sup> grade. There is not a significant difference between the self-efficacy of the primary school teacher candidates towards first reading-writing education depending on the variable of thinking that teaching first reading-writing to primary school first grades is a hard work. The self-efficacy of the primary school teacher candidates who have previously helped their siblings or nephews during the process of learning first reading and writing towards first reading-writing education is higher in regard to the practice and assessment sub-dimensions and the scale overall. It was observed that the self-efficacy of the primary school teacher candidates towards first reading-writing education in regard to the preparation and practice sub-dimensions and the scale overall was high; the self-efficacy of the primary school teacher candidates towards first reading-writing education according to the assessment sub-dimension was at a quite high level.

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