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 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 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.

scholarly journals The Investigation of Prospective Elementary Mathematics Teachers’ Problem Posing Self-Efficacy Beliefs

2021 ◽  
Vol 9 (S1-May) ◽  
pp. 228-237
Author(s):  
Fatma Erdoğan ◽  
Feyza Yıldız
Keyword(s):  
Academic Achievement ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Elementary Mathematics ◽  
Efficacy Beliefs ◽  
Problem Posing ◽  
Survey Method ◽  
Significant Difference

Problem-solving and posing are skills at the center of mathematics education and mathematical thinking. However, little is still known about the affective aspects of problem-posing. This study aimed to determine the level of prospective elementary mathematics teachers’ problem-posing self-efficacy beliefs and to compare their beliefs according to the variables of gender, grade, and academic achievement levels. This study was carried out by survey method. Descriptive and causal-comparative survey research design was used in this study. The study group consisted of 130 prospective teachers studying at the Elementary Mathematics Education department in a state university, located in the Eastern Anatolia Region of Turkey. Problem-Posing Self-Efficacy Beliefs Scale was used as a data collection tool. In data analysis, descriptive statistics, the independent samples t-test, and one-way analysis of variance were used. Findings of the study indicated that levels of the prospective teachers’ PP self-efficacy beliefs were high. It was found in the present study that the problem-posing self-efficacy beliefs of the prospective teachers did not differ significantly with regard to gender. Furthermore, a statistically significant difference was found between the prospective teachers’ problem-posing self-efficacy beliefs in terms of their grade and academic achievement. In the light of the research results, suggestions were presented.

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 Novice teachers’ classroom management self efficacy beliefs

2016 ◽  
Vol 13 (3) ◽  
pp. 5595 ◽  
Author(s):  
Türkay Nuri Tok ◽  
Şükran Tok
Keyword(s):  
Classroom Management ◽  
Novice Teachers ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
First Year ◽  
Efficacy Belief ◽  
Independent Variables ◽  
Significant Difference

This study aims to determine novice teachers’ classrom management self efficacy beliefs as well as the extent to which these beliefs change according to independent variables. This research which aims to determine novice teachers’ classroom management self efficacy beliefs is a survey type research. The participants of the study are 85 novice teachers on duty in their first year in Hatay Province in Turkey. Classroom Management Self-Efficacy Convictions Scale that is internally consistent and valid in measuring classroom management self-efficacy beliefs of prospective teachers devised by Çetin (2013) was used in the study. There is not any statistically significant difference in terms of school of graduation and classroom management efficacy belief and result expectation sub-dimension. There is not any statistically significant difference in classroom management efficacy belief and result expectation sub-dimension. In terms of gender, there is not any statistically significant difference in the result expectation sub-dimension but there is a statistically significant difference in classroom management efficacy belief. Male novice teachers have higher level of classroom management efficacy beliefs than female novice teachers.

scholarly journals Investigatigation of the Visual Mathematics Literacy Self-Efficacy Perception According to Several Variables

2021 ◽  
Vol 11 (1) ◽  
pp. 75-82
Author(s):  
mutlu pişkin tunç
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Elementary School Teachers ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Grade Level ◽  
School Teachers ◽  
Mathematics Literacy ◽  
Significant Difference ◽  
Geometric Objects

The purpose of the current study was to investigate prospective elementary school teachers’ visual mathematics literacy self-efficacy perceptions according to grade level, gender and the ability to draw geometric objects on isometric dot paper. The data were collected from 201 prospective elementary school teachers enrolled in the elementary school teaching department of a state university in the Western Black Sea Region. There were 86 freshman and 115 senior prospective elementary teachers. 149 of the participants were female and 52 of them were prospective male teachers. When the prospective teachers were classified according to their drawing skills on isometric dot paper, 42 of them were weak, 65 were intermediate and 94 were classified as good. In the current study, survey model that is one of the quantitative research methods was used and the study has a descriptive nature. The data of the study were collected by “Visual Mathematical Literacy Self-Efficacy Belief Instrument” consisting of 37 items developed by Bekdemir and Duran (2012) and “Drawing Geometric Objects on Isometric Dot Paper Scale” consisting of four items developed by the researcher. In data analysis, “mean”, “percentage”, “frequency”, “two way ANOVA” and “one way ANOVA” were used. The ability to draw geometric objects on isometric dot paper of prospective elementary school teachers analyzed into three categories as good, intermediate and weak. Prospective teachers who could draw all of the geometric objects given in the scale correctly on isometric dot paper were classified as good. Prospective teachers who could make the correct drawing of three or two geometric objects were classified as intermediate, and prospective teachers who could make the correct drawing of one geometric object or could not draw correctly any of the objects were classified as weak. As a result of data analysis, it could be said that prospective teachers saw themselves at a reasonable level regarding visual mathematics literacy. Moreover, the results revealed that there was a statistically significant difference the mean scores of prospective teachers in terms of grade level and the ability to draw geometric objects on isometric dot paper but there was not any statistically significant difference in the self-efficacy scores of prospective teachers according to gender

scholarly journals Professional Commitment of Secondary School Teachers in relation to their Self-Efficacy

2019 ◽  
Vol 7 (1) ◽  
pp. 35-38
Author(s):  
Hadiya Habib
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Teacher Educators ◽  
Secondary School Teachers ◽  
The Self ◽  
Professional Commitment ◽  
School Teachers ◽  
Male And Female ◽  
Significant Difference ◽  
The Relationship

In the present investigation, an attempt has been made to study and compare the Professional Commitment of secondary school teachers, to study and compare the Self-efficacy of secondary school teachers and to find out the relationship between Professional Commitment and Self-efficacy of secondary school teachers. A sample of 100 teacher educators working in government schools of district Ganderbal was selected through Purposive sampling technique. Professional Commitment Scale for teacher educators by Sood (2011) and Teacher Self-efficacy scale by Ralf Schwarzer, Gerdamarie S.Schmitz and Gary T. Dayter (1999) were used for data collection. Mean, SD and t-test were used to compare the professional commitment of male and female secondary school teachers and to compare self-efficacy of male and female secondary school teachers. Pearson’s correlation was applied to find out the relationship between Professional Commitment and Self-efficacy of secondary school teachers. The findings of the study revealed that female secondary school teachers have higher professional commitment as compare as to male secondary school teachers. No significant difference was found in the Self-efficacy of secondary school teachers and significant positive correlation was found between Professional Commitment and Self-efficacy of secondary school teachers.

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 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.

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