scholarly journals Determining the Relationship between Preschool Teachers’ Attitudes towards Science Teaching and Self-efficacy Beliefs in Terms of Various Variables

2020 ◽  
Vol 31 (4) ◽  
pp. 391-399
Author(s):  
Neslihan Ültay ◽  
◽  
Eser Ültay ◽  
Hatice Yılmazer ◽  
◽  
...  
Keyword(s):  
Science Teaching ◽  
Self Efficacy ◽  
Preschool Teachers ◽  
Attitudes Toward Science ◽  
Efficacy Beliefs ◽  
Structured Interviews ◽  
School Teachers ◽  
Teachers Attitudes ◽  
The Relationship ◽  
Science Activities

The aim of this study was to determine the relationship between preschool teachers’ attitudes toward science teaching and self-efficacy beliefs and to examine them in terms of various variables. The research was conducted in the years 2018–2019 using a survey. The study included 113 female and eight male preschool teachers who worked in state or private schools in Turkey. All participated voluntarily. In this study, the “Scale of Attitudes toward Science Teaching” (AST) and “Science Teaching Self-Efficacy Beliefs Scale” (SEB) were used. Both scales used five-point Likert type items. After the scales were applied, semi-structured interviews were conducted with 36 randomly selected teachers and five open-ended questions developed by the researchers were asked. In the light of the findings obtained from the study, it was observed that pre-school teachers’ attitudes toward science teaching and science self-efficacy beliefs did not differ according to gender and professional experience. In addition, there was a positive relationship between teachers’ scores obtained from the AST and SEB, that is, science attitudes and science self-efficacy beliefs were related positively. In other words, teachers who have positive attitude toward science had high self-efficacy beliefs. Learning environments should be prepared to conduct science activities effectively in accordance with different methods and techniques.

The predictors of pre-service pre-school teachers’ self-efficacy beliefs

2017 ◽  
Vol 4 (6) ◽  
pp. 70-76
Author(s):  
Fatma Calisandemir
Keyword(s):  
Self Efficacy ◽  
Personal Development ◽  
Preschool Teachers ◽  
Linear Regression Analysis ◽  
Efficacy Beliefs ◽  
Life Goals ◽  
School Teachers ◽  
Life Goal ◽  
Research Findings ◽  
The Relationship

The aim of this research is to examine the extent of pre-service preschool teachers’ self-efficacy beliefs and elicit the relationship between their sub-dimensions of life goals, and various variables. For this purpose, data were collected from a total of 465 university students. The data on the dependent variables were obtained using Life Goal Scale. The data on the independent variables were obtained using the Pre-school Teachers Self-Efficacy Beliefs Scale. The study employed one of the general survey models, the relational survey model. The participant teachers’ self-efficacy beliefs and life goals are analysed according to some variables and the relationships between them are investigated. In the analysis of data, the Simple Linear Regression Analysis was used. According to the research findings, it was found that the relation between teachers’ self-efficacy beliefs and personal development and social responsibility sub-dimensions of Life Goals Scale was significant at p < 0.05. Keywords: Pre-service preschool teachers, teachers’ self-efficacy beliefs, life goals.

scholarly journals The relationship between preschool teachers’ self-efficacy beliefs and their teaching attitudes

2020 ◽  
Vol 9 (4) ◽  
pp. 807
Author(s):  
Kamil Arif Kırkıç ◽  
Fatma Çetinkaya
Keyword(s):  
Regression Analysis ◽  
Classroom Management ◽  
Self Efficacy ◽  
Preschool Teachers ◽  
Personal Information ◽  
Efficacy Beliefs ◽  
Laissez Faire ◽  
Teaching Attitudes ◽  
Teachers Attitudes ◽  
The Relationship

This study examined the relationship between preschool teachers’ selfefficacy beliefs and their teaching attitudes. In the study, it was considered whether preschool teachers’ self-efficacy beliefs and their teaching attitudes change in terms of certain variables. The research was carried out using a correlational survey model. The target population of the study is the preschool teachers working in Küçükçekmece district, İstanbul Province, in the 2017-2018 academic year. The working group consists of 264 preschool teachers working at the schools in said district. The following assessment instruments were used in the research: “Personal Information Form,” “Preschool Teachers’ Self-efficacy Beliefs Scale,” to identify preschool teachers’ self-efficacy beliefs and ‘Preschool Teachers’ Teaching Attitudes Scale’ to determine the teachers’ attitudes. The obtained data were analyzed using Pearson multiplication moment correlation analysis, and Regression analysis was performed to determine the level of self-efficacy beliefs of preschool teachers affecting teaching attitudes. Preschool teachers were found to have full self-efficacy beliefs in the teaching-learning process, communication skills, planning, and regulation of learning environments and classroom management, and firm self-efficacy beliefs in family participation. Teachers’ attitudes of preschool teachers were found to be democratic at the highest level, followed by autocratic and laissez-faire at the lowest level. As a result of the regression analysis made to determine the level of the effect of self-efficacy beliefs of preschool teachers on their teaching attitudes, the learning and teaching process positively predicts democratic teaching attitudes and negatively predicts laissez-faire attitudes.

scholarly journals Examining the Relationship between Prospective Preschool Teachers’ Self-Efficacy Beliefs in Science Education and Learning Styles

2021 ◽  
Vol 32 (4) ◽  
pp. 292-301
Author(s):  
Oğuzhan Özdemir ◽  
◽  
Gamze Hastürk ◽  
Keyword(s):  
Science Education ◽  
Learning Styles ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Preschool Teachers ◽  
Efficacy Beliefs ◽  
The Black Sea ◽  
School Teachers ◽  
Significant Difference ◽  
The Relationship

This study was conducted to examine the relationship between the levels of prospective preschool teachers’ self-efficacy beliefs in science education and learning styles. In this study, the correlational survey model was used. The sample of the research was composed of 193 (165 females, 28 males) prospective pre-school teachers studying in their first, second, third, and fourth year in a faculty of education of a state university located in the Black Sea in Turkey. Data were collected using the ‘Science Education Self-Efficacy Belief Scale’ developed by Riggs and Enochs (1990) and adapted into Turkish by Özkan et al. (2002) and ‘Kolb Learning Style Inventory’ developed by Kolb (1984) and adapted into Turkish by Evin Gencel (2007) in the spring semester of the 2019-2020 academic year. Descriptive and inferential statistics were used in the statistical calculations of the data in the study. As a result of the study, it was determined that these prospective pre-school teachers’ self-efficacy beliefs in science education were very high while their personal self-efficacy beliefs and result expectation sub-dimensions were at a high level. In addition, there is no statistically significant difference between prospective teachers' self-efficacy beliefs in science education, personal self-efficacy perception, and result expectation according to their learning styles. Based on the results obtained, to increase the success of prospective teachers in science and achieve desired goals in education, learning environments should be designed according to learning styles, and studies should be conducted to increase the quality of science education by making use of self-efficacy beliefs.

The Study of Relationship Between Pre-Service Teachers' Self-Efficacy Beliefs and Attitudes Towards the Teaching Profession

2021 ◽  
pp. 23-32
Author(s):  
Şenol Şen
Keyword(s):  
Preservice Teachers ◽  
Regression Analysis ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Attitude Scale ◽  
Teaching Profession ◽  
Sense Of Efficacy ◽  
Correlational Research ◽  
Teachers Attitudes ◽  
The Relationship

The purpose of this study was to examine the relationship between preservice teachers' attitudes towards the teaching profession (ATP) and teachers' self-efficacy beliefs (TSEB). In particular, the study aimed to understand the effect of preservice teachers' self-efficacy beliefs (TSEB), age, gender and discipline on their attitudes towards the teaching profession (ATP). The study was conducted with a correlational research design. Sample for the study comprised 157 preservice teachers attending a public university. Attitude Scale towards the Profession of Teaching (ASPT) and the Teachers' Sense of Efficacy Scale (TSES) were used as tools for data collection. The data were analyzed using correlation and multiple regression analysis techniques. The results showed that there were positive and significant relations between the variables selected for the study. Regression analysis revealed that preservice teachers' selfefficacy beliefs (TSEB) have a positive and significant effect on their attitudes towards teaching profession (ATP).

scholarly journals Investigation of Factors Affecting Pre-School Teachers’ Vocational Alienation

2021 ◽  
Author(s):  
Neşet Mutlu ◽  
Sümeyye Öcal
Keyword(s):  
Organizational Climate ◽  
Self Efficacy ◽  
Preschool Teachers ◽  
Teacher Behavior ◽  
Efficacy Beliefs ◽  
School Teachers ◽  
Important Place ◽  
Factors Affecting ◽  
Climate Scale ◽  
Negative Relationships

Preschool teachers have an important place in achieving the goals of preschool education and in assuring its quality. Since vocational alienation affect preschool teachers' performance negatively, main purpose of this study is to investigate factors affecting their vocational alienation. For this purpose 227 pre-school teachers from Turkey voluntarily participated in the study. The model of the study was correlational survey model. Research data was collected with; Personal Information Form, Vocational Alienation Scale for the Preschool Teachers (VAS-PT), Organizational Climate Scale and Preschool Teachers' Self-Efficacy Beliefs Scale. According to teachers’ graduation degree variable, the vocational alienation scale scores of teachers at the graduate level differed statistically negatively from other groups (high school, associate degree, undergraduate). The scores of the sub-dimensions of the scale of vocational alienation of the group consisting of teachers who have a different vocation they want to do, differ negatively compared to other colleagues. Between teachers' vocational alienation scores and self-efficacy beliefs and organizational climate scores, positive and negative significant relationships were determined. There were significant negative relationships between teachers' vocational alienation scores and all sub-dimensions of the Self-Efficacy Belief Scale. Negative relationships were determined among the scores of all sub-dimensions of Vocational Alienation Scale for Pre-school Teachers and "Supportive Principle Behavior," "Intimate Teacher Behavior" and “Collaborative Teacher Behavior among Colleagues” of the Organizational Climate Scale. In addition, there were positive relationships between "Disengaged Teacher Behavior" and "Restrictive Principle Behavior" dimensions of Organizational Climate Scale and all sub-dimensions of Vocational Alienation Scale for Pre-school Teachers.

scholarly journals Investigation of Factors Affecting Pre-School Teachers’ Vocational Alienation

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Neşet Mutlu ◽  
◽  
Sümeyye Öcal ◽  
Keyword(s):  
Organizational Climate ◽  
Self Efficacy ◽  
Preschool Teachers ◽  
Teacher Behavior ◽  
Efficacy Beliefs ◽  
School Teachers ◽  
Important Place ◽  
Factors Affecting ◽  
Climate Scale ◽  
Negative Relationships

Preschool teachers have an important place in achieving the goals of preschool education and in assuring its quality. Since vocational alienation affect preschool teachers' performance negatively, main purpose of this study is to investigate factors affecting their vocational alienation. For this purpose 227 pre-school teachers from Turkey voluntarily participated in the study. The model of the study was correlational survey model. Research data was collected with; Personal Information Form, Vocational Alienation Scale for the Preschool Teachers (VAS-PT), Organizational Climate Scale and Preschool Teachers' Self-Efficacy Beliefs Scale. According to teachers’ graduation degree variable, the vocational alienation scale scores of teachers at the graduate level differed statistically negatively from other groups (high school, associate degree, undergraduate). The scores of the sub-dimensions of the scale of vocational alienation of the group consisting of teachers who have a different vocation they want to do, differ negatively compared to other colleagues. Between teachers' vocational alienation scores and self-efficacy beliefs and organizational climate scores, positive and negative significant relationships were determined. There were significant negative relationships between teachers' vocational alienation scores and all sub-dimensions of the Self-Efficacy Belief Scale. Negative relationships were determined among the scores of all sub-dimensions of Vocational Alienation Scale for Pre-school Teachers and "Supportive Principle Behavior," "Intimate Teacher Behavior" and “Collaborative Teacher Behavior among Colleagues” of the Organizational Climate Scale. In addition, there were positive relationships between "Disengaged Teacher Behavior" and "Restrictive Principle Behavior" dimensions of Organizational Climate Scale and all sub-dimensions of Vocational Alienation Scale for Pre-school Teachers.

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