AN EVALUATION OF SOCIAL STUDIES TEACHERS’ SELF-EFFICACY LEVELS RELATED TO THE FIELD OF GEOGRAPHY ACCORDING TO SOME VARIABLES (RİZE SAMPLE)

The study aims to determine the self-efficacy perceptions of social studies teachers about measurement and evaluation in education. In the research using quantitative research models, descriptive survey model was used. Study group of the research is composed of 122 social studies teachers in Kucukcekmece district of Istanbul province in 2018-2019 academic years. Data collection tool of this study is “The Self-efficacy Perception Scale of the Teacher Candidates based on Measurement and Evaluation in Education” developed by Kılınç (2011). The difference between the self-efficacy levels of the participants about measurement and evaluation and the gender variable was examined. The findings revealed that self-efficacy perceptions of the male participants about measurement and evaluation were higher than those of the female participants. In addition to this, the difference between the self-efficacy levels of the participants about measurement and evaluation and their educational background was also examined. The research findings demonstrated that there is not any significant difference between the self-efficacy levels of the participants about measurement and evaluation and their educational background. Another finding obtained as a result of the study revealed that self-efficacy perceptions of the History and Geography graduates of the universities’ Faculty of Arts and Sciences about measurement and evaluation in education are at a lower level than the Faculty of Education Social studies teaching graduates. Finally, the finding that self-efficacy levels of the participants about measurement and evaluation showed a significant difference according to their professional seniority is obtained.

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The Attitudes of Pre-Service Social Studies Teachers’ towards Teaching Profession and Their Self-Efficacy about Using Instruction Materials

Mevlana International Journal of Education ◽

10.13054/mije.13.46.3.2 ◽

2013 ◽

Vol 3 (2) ◽

pp. 157-169 ◽

Cited By ~ 1

Author(s):

Bülent Akbaba

Keyword(s):

Social Studies ◽

Self Efficacy ◽

Teaching Profession ◽

Social Studies Teachers

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The analysis of pre-service social studies teachers' academic self-efficacy

Pegem Eğitim ve Öğretim Dergisi ◽

10.14527/pegegog.2016.021 ◽

2016 ◽

Vol 6 (4) ◽

pp. 413-446 ◽

Cited By ~ 1

Author(s):

Osman Sabanci ◽

Salih Uslu

Keyword(s):

Social Studies ◽

Self Efficacy ◽

Teacher Education Program ◽

Personal Information ◽

Social Studies Teachers ◽

State University ◽

Exam Preparation ◽

Social Studies Teacher ◽

Efficacy Research ◽

Academic Self Efficacy

The purpose of this study is to determine the pre-service social studies teachers' academic self-efficacy. Research data were obtained from a total of 433 pre-service teachers who studied at the department of social studies at a state university in Ankara in 2013-2014 academic years. In this research involving the use of mixed method, "Academic Self-Efficacy Scale" developed by Jerusalem and Schwarzer (1981) and adapted to Turkish by Yılmaz, Gürçay and Ekici (2007) and "Personal Information Form" and "Academic Self-Efficacy Oriented Opinion Form" developed by researchers were used. It has been concluded on the quantitative dimension of the research that academic self-efficacy of the pre-service teachers shows statistically significant differences in terms of gender variable, and it does not show statistically significant differences in terms of class, daily study time and regular use of the library, reason for choosing social studies teacher education program and the number of books that they read other than textbooks after starting the college. On the qualitative dimension of the research the obtained data supported the pre-service teachers in terms of "feeling competent in the academic sense", "study and exam preparation habits" and "college expectations".

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Investigation of Pre-service Social Studies Teachers’ Self-Efficacy Perception of and Attitudes Towards the Profession of Teaching

Journal of Curriculum and Teaching ◽

10.5430/jct.v9n2p47 ◽

2020 ◽

Vol 9 (2) ◽

pp. 47

Author(s):

Nur İkbal Yıldız ◽

Harun Şahin ◽

Feti Çelik

Keyword(s):

Social Studies ◽

Self Efficacy ◽

Arithmetic Mean ◽

Social Studies Teachers ◽

Spring Semester ◽

Geography Teaching ◽

Geographical Regions ◽

The Mean ◽

The University ◽

Academic Year

The current study aimed to investigate pre-service social studies teachers’ self-efficacy perception of their ability to teach geography and attitudes towards the profession of teaching in relation to the variables of gender and university attended. The study is a descriptive study employing the survey model. The research sample was determined from the universities, where there were two public universities represented from each of the seven geographical regions, and a fourth-year student of social studies teaching in the spring semester of the 2017-2018 academic year. The study was carried out with the participation of 654 pre-service social studies teachers from 14 different universities across Turkey. In order to collect data, “The Geography Teaching Self-Efficacy Scale” and “The Scale of Attitudes towards the Profession of Teaching” were used. In the analysis of the collected data, arithmetic mean, standard deviation, independent samples t-test and one-way variance analysis (ANOVA) were used. According to the findings of the current study, self-efficacy perceptions related to geography teaching and their attitudes towards the profession are high. The mean scores taken from the whole self-efficacy perception scale and its sub-dimensions were found to be not varying significantly depending on the gender variable while they were found to be varying significantly depending on the variable of the university attended. On the other hand, the attitudes towards the profession of teaching were found to be varying significantly depending on both of the variables.

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