scholarly journals Effect of Web-Based Problem Based Learning on School Administrators' Self-Efficacy Beliefs and Attitudes Towards Principalship Profession

2017 ◽  
Author(s):  
Songül Karabatak ◽  
Muhammed Turhan
Keyword(s):  
Self Efficacy ◽  
School Administrators ◽  
Problem Based Learning ◽  
Efficacy Beliefs ◽  
Web Based ◽  
Beliefs And Attitudes

scholarly journals The effect of pedagogical formation certificate program on prospective teachers’ professional self-efficacy and attitudes: A mixed-method studyFormasyon programının öğretmen adaylarının mesleki öz yeterlik inançlarına ve tutumlarına etkisi: Bir karma yöntem araştırması

2016 ◽  
Vol 13 (3) ◽  
pp. 3807 ◽  
Author(s):  
Sedat Kanadlı ◽  
Fazilet Karakuş
Keyword(s):  
Prospective Teachers ◽  
Mixed Method ◽  
Self Efficacy ◽  
Qualitative Data ◽  
Efficacy Beliefs ◽  
Teaching Profession ◽  
Certificate Program ◽  
Before And After ◽  
Professional Self ◽  
Beliefs And Attitudes

The purpose of this study is to investigate the effect of the Pedagogical Formation Certificate Program (PFCP) on prospective teachers’ professional self-efficacy beliefs and attitudes towards the teaching profession. The study was conducted through convergent parallel mixed method design (Creswell & Plano Clark, 2015). In the quantitative phase, one group pretest-posttest design was used. The data relating to prospective teachers’ professional self-efficacy beliefs before and after the PFCP were collected through “Teaching Self-Efficacy Perception Scale” developed by Tschannen-Moran & Hoy (2001) and adapted into Turkish by Çapa, Çakıroğlu & Sarıkaya (2005). “Attitudes towards Teaching Profession Scale”, developed by Çetin (2006), was utilized for exploring prospective teachers’ attitudes towards the teaching profession. In the qualitative phase, the data were collected through open-ended questions. The participants consisted of 150 prospective teachers who attended the PFCP held at Mersin University in the 2014-2015 academic year and who were accessible before and after the PFCP. Quantitative data were analyzed through paired-samples t-test; and deductive qualitative analysis (Patton, 2014) was utilized for the qualitative data. As a result of the quantitative data analysis, there was no significant difference between prospective teachers’ professional self-efficacy beliefs and attitudes towards the teaching profession before and after the PFCP.  After the qualitative data analysis, it was determined that the quantitative and qualitative results of the professional self-efficacy beliefs partially converged, but the quantitative and qualitative results of the attitudes towards the teaching profession diverged.  The possible reasons for these results were discussed in light of the related literature. ÖzetBu araştırmanın amacı pedagojik formasyon sertifika programı (PFSP)’nın öğretmen adaylarının mesleki öz yeterlik inançlarına ve öğretmenlik mesleğine yönelik tutumlarına etkisini incelemektir. Araştırma karma yöntem araştırma desenlerinden yakınsayan paralel desen (Creswell & Plano Clark, 2015) yaklaşımıyla yürütülmüştür. Araştırmanın nicel aşamasında deneysel desenlerden tek grup öntest-sontest deseni kullanılmış, nitel aşamasında ise veriler açık uçlu sorularla toplamıştır. Araştırmanın nicel verilerinin toplanması için çalışma grubuna eğitim öncesi ve sonrasında Tschannen-Moran & Hoy (2001) tarafından geliştirilen, Türkçe’ye uyarlama çalışması Çapa, Çakıroğlu ve Sarıkaya (2005) tarafından yapılan Öğretmen Öz-Yeterlik Algısı Ölçeği ve Çetin (2006) tarafından geliştirilen Öğretmenlik Mesleği Tutum Ölçeği uygulanmıştır. Nitel aşamada ise veriler açık uçlu sorular yoluyla toplanmıştır. Araştırmanın çalışma grubunun 2014-2015 eğitim-öğretim yılında Mersin Üniversitesi’nde düzenlenen PFSP’na katılan ve program öncesi ve sonrasında erişilebilen 150 öğretmen adayı oluşturmaktadır. Nicel verilerin analizinde ilişkili örneklemler için t-testi, nicel verilerin analizinde ise tümdengelimsel nitel analiz (Patton, 2014) kullanılmıştır. Nicel verilerin analizi sonucunda öğretmen adaylarının PFSP’ndan önce ve sonra mesleki öz yeterlik inançları ve mesleğe karşı tutumları arasında istatistiksel olarak anlamlı bir fark bulunamamıştır. Nitel verilerin analizinden sonra, nitel sonuçların öğretmen adaylarının mesleki öz yeterlik algılarına ilişkin nicel sonuçları kısmen desteklediği; ancak öğretmen adaylarının mesleğe karşı tutumlarına ilişkin nicel sonuçları desteklemediği belirlenmiştir. Bu sonuçların olası nedenleri alanyazın ışığında tartışılmıştır.

scholarly journals The relationship between selfself-efficacy beliefs of school administrators and effective school leadership

2018 ◽  
Vol 15 (2) ◽  
pp. 1137
Author(s):  
Erol Ata ◽  
Nezahat Güçlü
Keyword(s):  
High Schools ◽  
School Leadership ◽  
Self Efficacy ◽  
School Administrators ◽  
Efficacy Beliefs ◽  
The Self ◽  
Central Anatolia ◽  
Effective School ◽  
Effective School Leadership ◽  
The Relationship

The aim of this study is to examine the relationship between self-efficacy beliefs of school administrators working in Anatolia High Schools and Vocational High Schools and effective school leadership. In line with the aim of the project, self-efficacy, school administrators’ self-efficacy, effective school leadership and a conceptual framework were explained in introduction part of the study. The sample of the study is comprised of 60 school administrators and 1050 teachers working in Central Anatolia Region cities Kırşehir, Kayseri, Ankara, Nevşehir, Kırıkkale, Aksaray and Yozgat. The School Administrators Self-Efficacy Scale formed by McCollum, Kajs and Minter (2009) was used in order to obtain data from the school administrators in the study. Furthermore, The Effective School Leadership Scale formed by the researcher with the help of the questionnaires used by Balcı (2001) and Dağlı (2000) so as to measure the effective school leadership. The validity and reliability studies of the both scales used in the study were carried out by the researcher. According to the findings of the study, there is a significant relationship in the same way between the self-efficacy beliefs of the school administrators and the effective school leadership levels according to the opinions of the teachers. The self-efficacy levels of the school administrators also predict their effective school leadership levels. The self-efficacy beliefs of the school administrators and the effective school leadership levels according to the opinions of the teachers were measured in high levels.

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