scholarly journals Adaptation of creative self-efficacy scale into Turkish language

2020 ◽  
Vol 12 (2) ◽  
pp. 84-97
Author(s):  
Oguzhan Atabek
Keyword(s):  
Preservice Teachers ◽  
Factor Analysis ◽  
Elementary Education ◽  
Self Efficacy ◽  
English Language ◽  
English Language Teaching ◽  
Expert Review ◽  
Scale Scores ◽  
Measurement And Evaluation ◽  
Creative Self

The purpose of this study was to develop a Turkish version of the Creative Self-Efficacy Scale (CSES) and to explore its psychometric properties. Participants were 489 preservice teachers enrolled in a public university in Turkey (n = 489). Two-hundred-thirty-five of 489 preservice teachers (48.06%) participated in the first study for the exploratory factor analysis (EFA), and 254 (51.94%) participated in the second study for the confirmatory factor analysis. Two-hundred-sixty (53.2%) of the participants were studying in preschool teaching and 132 (46.8%) were studying in classroom teaching programs. CSES, which is a 3-item Likert-type English questionnaire, was translated into Turkish by the researcher. Eight researchers who were expert in Turkish education, English language teaching, educational measurement and evaluation, elementary education and educational technology fields participated in the back-translation and expert review processes. Scale scores did not differ according to sex, age, grade or department of the respondent. However, creative self-efficacy was observed to be related to design self-efficacy. Keywords: Creativity, creative performance, creative self-efficacy, creative teaching, scale adaptation.

scholarly journals An exploratory study on Turkish EFL pre-service teachers’ subjective wellbeing

2021 ◽  
Vol 53 (1) ◽  
pp. 121-150
Author(s):  
Gökçe Kurt ◽  
Burcu Demir ◽  
Derin Atay
Keyword(s):  
Self Efficacy ◽  
English Language ◽  
Well Being ◽  
Efficacy Beliefs ◽  
Study Data ◽  
English Language Teaching ◽  
Subjective Well Being ◽  
High Level ◽  
Academic Year ◽  
Nature Of Teaching

Subjective well-being (SWB) has been an intensely studied domain of psychology, predominantly in the field of positive psychology. Due to the nature of teaching as an intellectually, physically and emotionally demanding profession, the last few decades have also witnessed a growing interest in teachers? SWB. The pres?ent study investigated pre-service teachers? (PTs) SWB and explored its relationship to teaching efficacy beliefs and occupational anxiety. A total of 261 PTs enrolled in English Language Teaching departments of five different universities in Turkey participated in the study. Data came from the scales of SWB, teachers? self-efficacy beliefs and occupational anxiety. The findings indicated that PTs had a high level of perceived SWB; female PTs had a significantly higher level of SWB than male ones; PTs? academic year and the type of university they were enrolled in had no signif?icant relationship with their SWB; and both self-efficacy beliefs and occupational anxiety served as significant predictors of PTs? SWB, together explaining 16.2% of the variance in their scores.

scholarly journals Body in Drama Class: The Role of Body in Learning

2020 ◽  
Vol 10 (2) ◽  
pp. 78
Author(s):  
Necla Köksal
Keyword(s):  
Preservice Teachers ◽  
Content Analysis ◽  
English Language ◽  
Phenomenological Study ◽  
Structured Interview ◽  
The Body ◽  
English Language Teaching ◽  
Main Theme ◽  
Faculty Of Education

The aim of this study is to examine the perceptions of preservice teachers about the body in drama classes and to identify the views of preservice teachers about the role of the body on learning. As a phenomenological study, the participants consisted of 20 preservice teachers attending the English Language Teaching Department and Psychological Guidance and Counselling Department at the Faculty of Education at Pamukkale University. The data was collected via semi-structured interview form. According to the content analysis, the views of preservice teachers on the body in drama classes were categorized as a theme named "body and learning in drama class". Two sub-themes were identified under the main theme as the impending and supportive factors for learning. As a result, preservice teachers indicated that after the drama experiences their perceptions of the body has changed, they interpreted the relation of body and mind in a different way in the learning process, and comprehend the role of the body on learning better.  

An Examination of Preservice Teachers’ Self-Efficacy and Beliefs About Inclusive Education

2019 ◽  
Vol 43 (2) ◽  
pp. 178-192
Author(s):  
Jamie L. Metsala ◽  
Mary Jane Harkins
Keyword(s):  
Preservice Teachers ◽  
Elementary Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Epistemological Beliefs ◽  
Strong Predictor ◽  
Inclusive Classroom ◽  
Negative Beliefs ◽  
History Of

Teachers’ self-efficacy and beliefs are important to classroom practices and student success. In this study, the authors examine preservice teachers’ self-efficacy and beliefs related to inclusive education. One hundred seventy-nine preservice teachers enrolled in secondary or elementary education programs participated in this study. Overall, participants in elementary versus secondary programs felt more responsible for students with disabilities and more efficacious with inclusive practices. At the same time, preservice teachers in the secondary program and those in their second (vs. first) year rated themselves higher on negative beliefs about inclusive education and viewed ability as more of a fixed and stable trait. Preservice teachers with a history of reading difficulty had higher teacher self-efficacy than those without this history. The factors examined in this study accounted for about a third of the variance in each of preservice teachers’ self-efficacy for inclusive instructional practices and in their negative beliefs about inclusive education. Epistemological beliefs about ability emerged as a strong predictor of preservice teachers’ negative beliefs about inclusive education. The results from this study are discussed within the context of preparing teachers for the inclusive classroom.

scholarly journals The Antecedents and Consequences of Psychological Safety in Airline Firms: Focusing on High-Quality Interpersonal Relationships

2020 ◽  
Vol 17 (7) ◽  
pp. 2187 ◽  
Author(s):  
Kwang-Ho Lee ◽  
Sunghyup Sean Hyun ◽  
Haeik Park ◽  
Kwangyong Kim
Keyword(s):  
Factor Analysis ◽  
Interpersonal Relationships ◽  
Self Efficacy ◽  
Psychological Safety ◽  
Equation Modeling ◽  
Creative Work ◽  
High Quality ◽  
Convenience Sample ◽  
Work Involvement ◽  
Creative Self

A comprehensive review of the literature on service creativity revealed the necessity to expand the line of creativity-based research in the service-driven industry. It also called for the creation of a survey instrument that entails high-quality interpersonal relationships, psychological safety, and learning from failures, by including two creativity-related constructs, namely, creative self-efficacy and employees’ creative work involvement to the model. The current study aimed; (a) to assess the validity and reliability of measurement models; and (b) to empirically examine the integrated proposed model consisting of salient constructs. A convenience sample of 341 airline employees responded to a self-report questionnaire that was developed using the steps of researchers’ in a comprehensive literature review and refined based on the feedback provided by a panel of five professionals who had worked in airline firms. The resultant data were subjected to exploratory factor analysis (EFA), confirmatory factor analysis (CFA), second-order CFA, and structural equation modeling (SEM) using version 23.0 of AMOS. The results showed that high-quality interpersonal relationships positively influenced psychological safety, which in turn, positively influenced learning from failures and creative self-efficacy. Further, learnings from failures positively influenced creative self-efficacy but not employees’ creative work involvement. Finally, both psychological safety and creative self-efficacy positively influenced employees’ creative work involvement. These findings have significant implications for human resource management practices that aim to promote the creative involvement of airline employees.

scholarly journals Three Attitudes of a Reflective Teacher

2018 ◽  
Vol 1 (1) ◽  
pp. 39
Author(s):  
Sitti Nurfaidah
Keyword(s):  
Preservice Teachers ◽  
English Language ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Language Teaching ◽  
Empirical Studies ◽  
English Language Teaching ◽  
Reflective Teaching ◽  
Reflective Teachers ◽  
Reflective Teacher

Reflective teaching practice in second/foreign language teaching education has been the focus of empirical studies attention since early 1990s. Despite the importance of the implementation of reflective teaching practice in the classrooms, there is still limited research on English language teaching in Indonesian context relative to the attitude of reflective teachers as revealed in their reflection. This study examined three attitudes of reflective teachers as proposed by Dewey, i.e. open-mindedness, wholeheartedness, and responsibility. They are considered as part of the keys in identifying the reflectivity state of the teacher. Data from two EFL preservice teachers’ reflection through reflective teaching journals and interview were analyzed using thematic analysis technique to identify emerging themes and to extract narratives of experience. The findings reveal that both of the preservice teachers reflected the three attitudes in their reflection indicating their development in preparing themselves into more professional teacher. This study’s implication on language teacher education program is also discussed. Keywords: reflection, reflective teacher, open-mindedness, wholeheartedness, responsibility

scholarly journals Investigating Preservice Teachers’ Efficacy Level and Factors Influencing It

2020 ◽  
Author(s):  
Deby Farhadiba ◽  
Anik Nunuk Wulyani
Keyword(s):  
Preservice Teachers ◽  
Student Engagement ◽  
Instructional Strategies ◽  
School Environment ◽  
Role Models ◽  
English Language ◽  
Teaching Practice ◽  
English Language Teaching ◽  
Online Questionnaire ◽  
Factors Influencing

This study investigated preservice teachers’ efficacy level and factors influencing it. The participants were English Language Teaching students of cohort 2015, Universitas Negeri Malang. The data were taken from 41 preservice teachers by using an online questionnaire and a face-to-face interview. The online questionnaire provided the data about the participants’ efficacy level and factors influencing it. The Teachers’ Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was adapted to measure the participants’ efficacy level. An in-depth interview with six respondents who agreed to participate was conducted to follow-up the questionnaire data. The interview was aimed to get profound data about factors influencing the participants’ efficacy level. The preservice teachers reported that four significant factors influenced their self-efficacy of teaching. They are the participants’ experience in a formal and informal teaching practice, feedback and support from the school environment, observing other teachers’ performance, and English proficiency as factors influencing their efficacy. The average result also shows that the preservice teachers’ efficacy level was 3.31 (5-scale rating for highly effective). The participants perceived that they were highly efficacious in instructional strategies (3.41) and a little efficacious in student engagement (3.16). By knowing their efficacy level, preservice teachers are suggested to start joining teacher professional development (TPD) to develop and maintain their English and teaching skill. In-service teachers are also suggested to join TPD to maintain their skills because preservice teachers look up to them as role models. Preservice teachers should also be given support from in-service teachers and Department of English.   Keywords: preservice teacher, teacher-efficacy, student engagement, instructional strategies

scholarly journals An Examination of Field-Related and Technology-Aided Measurement and Evaluation Course

2021 ◽  
Vol 11 (1) ◽  
pp. 192-206
Author(s):  
memet karakuş
Keyword(s):  
Academic Achievement ◽  
Quantitative Data ◽  
English Language ◽  
Qualitative Data ◽  
English Language Teaching ◽  
Study Group ◽  
Structured Interviews ◽  
Spring Semester ◽  
Measurement And Evaluation ◽  
Dependent Sample

The general aim of the research is to examine the effect of field-related and technology-aided measurement and evaluation courses on students’ academic achievement towards measurement and evaluation and to determine their views about the practice. This research was conducted with a case study design. The participants of the study consisted of 28 pre-service teachers studying in the English Language Teaching Department in the spring semester of 2016-2017 at a state university in the South of Turkey. The study was carried out for one semester. In order to collect quantitative data, the Measurement and Evaluation Course Achievement Test developed by the researchers was applied twice before and after the practice. In the evaluation of the practice, semi-structured interviews were conducted with volunteer students in the study group, and qualitative data were collected. In the context of the analysis of quantitative data, the difference between the pretest and posttest achievement scores of the students in the study group was examined with dependent sample t-test. In the analysis of the interviews within the scope of qualitative data, the inductive approach used in content analysis methods was used. As a result of the research, it has been seen that the field-related and technology-aided measurement and evaluation course increases the academic achievement of the students. In addition, it was determined that the students had positive views about the course, they had difficulties with mathematical subjects and there were generally positive views about Excel practices but there were limitations in various aspects. Finally, it has been determined that there are positive views regarding the integration of the course with the field teaching, recommendations are made to improve improvement of the course about time and duration, and the course has various contributions to the professional life.

scholarly journals DAMPAK GAYA KEPEMIMPINAN TRANSFORMASIONAL, KEPEMIMPINAN TRANSAKSIONAL DAN ORIENTASI PEMBELAJARAN TERHADAP KREATIVITAS MAHASISWA DENGAN VARIABEL PEMEDIASI CREATIVE SELF-EFFICACY

2019 ◽  
Vol 3 (2) ◽  
pp. 186-200
Author(s):  
Anne Rumondang Malau ◽  
Gloria Sianipar
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Structural Equation Modelling ◽  
Self Efficacy ◽  
Structural Equation ◽  
Equation Modelling ◽  
Confirmatory Factor ◽  
Creative Self ◽  
Lisrel Model

Penelitian ini menguji dan menganalisa dampak dari gaya kepemimpinan transformasional, transaksional dan orientasi pembelajaran pada kreativitas mahasiswa dengan menguji peran mediasi creative self efficacy. Penelitian dilakukan pada 110 mahasiswa Fakultas Ekonomi Universitas HKBP Nommensen yang mana, dalam proses pembelajaran hasil akhir yang diharapkan adalah mahasiswa memiliki pola pikir yang kreatif yang nantinya dapat menghasilkan output yang inovatif. Pengumpulan data dilakukan dengan studi survei menggunakan kuesioner. Informasi terkait variabel independen, yaitu kreativitas mahasiswa dikumpulkan melalui dosen yang mengajar di kelas responden tersebut (mahasiswa), hal ini dilakukan supaya tidak terjadi bias dalam melakukan penilaian yang objektif terhadap variabel yang diamati. Pengujian hipotesis menggunakan Structural Equation Modelling (SEM) dengan bantuan LISREL. Model Pengukuran merupakan Confirmatory factor analysis untuk setiap variabel dan Model Struktural untuk melihat hubungan antar variabel yang diamati. Hasil analisis menunjukkan bahwa dosen yang memiliki gaya kepemimpinan transformasional dimediasi oleh creative self efficacy mahasiswa akan menunjukkan pengaruh positif dan signifikan terhadap kreativitas mahasiswa.

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