A Meta Review on Self-Efficacy Beliefs of Pre-Service, Novice and In-Service Turkish Teachers

Author(s):

Yelda Sarıkaya Erdem(presenting / submitting)Hatice Çilsalar(presenting)

Conference:

ECER 2015

Network:

10. Teacher Education Research

Format:

Paper

Session Information

10 SES 13 C,

Paper Session

Time:

2015-09-11

11:00-12:30

Room:

209.Oktatóterem [C]

Chair:

Viv Wilson

Contribution

The objective of this study is to present the educational research in Turkey that focused on self-efficacy beliefs of pre-service, novice and in-service teachers in four dimensions of self-efficacy that are overall efficacy, efficacy for instructional strategies, efficacy for student engagement and efficacy for classroom management by assessing each dimension with regard to the impact of demographic factors. After a comprehensive literature search 27 studies conducted between the years of 2007 and 2014 that fit the inclusion criteria were selected for the review. The studies were determined to be included in the review in the event that Teacher Self Efficacy Scale developed by Tschannen-Moran and Woolfolk Hoy (2001) or the same scale adapted to Turkish by Çapa, Çakıroğlu, and Sarıkaya (2005) was utilized to collect data. The sample size and research design were disregarded as long as the study explored overall teacher efficacy and its three sub-dimensions. As determined by the scale, content analysis led to four main themes: (a) teachers’ overall self-efficacy beliefs, (b) teachers self-efficacy beliefs for instructional strategies, (c) teachers self-efficacy beliefs for student engagement, and (d) teachers self-efficacy beliefs for classroom management. The results indicated that findings achieved in Turkish context present both consistencies and contradictories within itself and with international literature. Finally, implications for teacher education, measure of self-efficacy and research area were made.

Method

The relevant literature and collection of studies regarding teachers’ self-efficacy beliefs in both national and international context were explored by computerized searches of the electronic national and international databases including Academic Search Complete, JSTOR, ERIC, Elsevier, ULAKBIM, Sciencedirect and Google Scholar. Searches of other available databases did not yield any additional potential articles. The study’s article pool included research studies that were published in academic journals after the year 2007 in order to embrace recent studies, review and present up-to-date findings. The criterion used for selecting the studies was its being related to Turkish teacher’s self-efficacy beliefs. The term self-efficacy was translated into Turkish using different terms like “öz yeterlilik (self-efficacy), öz yetkinlik (self-competence), mesleki yeterlilik (professional competence), yetkinlik (competency)” and the word “belief” as “inanç (belief), algı (perception), düşünce (opinion), duygu (feeling)”. So, the searching process was handled using different combinations of keywords to have access to articles written only in Turkish. Since the term “self-efficacy” was constant in international literature the search was conducted with the combination of self-efficacy with the words of perception, belief and views. Searches were also conducted using the reference sections of accessed studies. Although studies in the international context focus on the relationship between efficacy, behavior and environment, and sources of teacher self-efficacy beliefs the studies conducted in Turkey mostly focus on the impact of demographic variables on overall self-efficacy beliefs and its sub-dimensions. Therefore, to be included in this meta-analysis, a study was required to: 1) explicitly or implicitly deal with teachers’ overall self-efficacy beliefs and its sub-dimensions that are efficacy in instructional strategies, efficacy in classroom management, and efficacy in student engagement, and 2) have utilized Teacher Sense of Efficacy Scale developed by Tschannen-Moran and Woolfolk Hoy (2001) or the same scale adapted to Turkish by Çapa, Çakıroğlu, and Sarıkaya (2005) in order to compare findings obtained through the same scale. As there is variability between studies in the measure of self-efficacy, TSES was determined as an inclusion criterion to increase the generalizability of findings. The selection consisted of all studies regardless of demographic variables concerning participant teachers and the research methodology applied in them. As a result, considering these criteria for the selection of studies resulted in the inclusion of 27 published articles for data analysis.

Expected Outcomes

The studies reviewed within the scope of this study, despite not comparing pre-service, novice and in-service teachers explicitly in terms of their self-efficacy, revealed that there is not consistency in terms of the findings regarding pre-service teachers. While some studies reported high level some reported lower levels of self-efficacy beliefs for overall efficacy and efficacy for instructional strategies, classroom management and student engagement. Similarly, in the literature there are findings indicating that pre-service and novice teachers possess lower sense of self-efficacy beliefs (Tschannen-Moran & Woolfolk Hoy, 2007) and contradictory findings by Dembo and Gibson (1985) reporting that preservice teachers had the highest teaching efficacy beliefs and this efficacy declined slightly with experience. In the same way, in a study by Hoy and Woolfolk (1993), teachers’ efficacy levels declined slightly as they became more experienced. Pre-service and novice teachers’ low levels of efficacy beliefs were attributed to their lack of experience but studies conducted in Turkish context presented contradictory results in terms of relationship between experience to self-efficacy.

References

Allinder, R.M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 17(2), 86–95. Arastaman, G. (2013). Eğitim ve fen edebiyat fakültesi öğrencilerinin öz-yeterlik inançları ve öğretmenlik mesleğine karşı tutumlarının incelenmesi (Examination of education and arts and sciences faculty students’ self-efficacy beliefs and their attitudes toward teaching profession). Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12 (2), 205-217. Atay, D. (2007). Beginning teacher efficacy and the practicum in an EFL context, Teacher Development: An international journal of teachers' professional development, 11:2, 203-219. Azar, A. (2010). Ortaöğretim fen bilimleri ve matematik öğretmeni adaylarının öz yeterlilik inançları (In-service and pre-service secondary science teachers’self-efficacy beliefs about science teaching). ZKÜ Sosyal Bilimler Dergisi, 6 (12), 235-252. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. Babaoglan, E. & Korkut, K. (2010). The correlation between level of classroom teachers’ self-efficacy beliefs and classroom management ability perceptions, Inonu University Journal of the Faculty of Education, 1(11). 1-19. Babaoglan, E. & Korkut, K. (2012). Sınıf öğretmenlerinin özyeterlilik inançları (Self-efficacy beliefs of primary classroom teachers), Int. Journal of Management Economics and Business, 8 (16). Brown, C.,G. (2012). A systematic review of the relationship between self-efficacy and burnout in teachers. Educational & Child Psychology, 29(4). Clark, C. M., & Yinger, R. J. (1979). Teachers’ thinking. In P. Peterson & H. Walberg (Eds.), Research on teaching: Concepts, findings and implications (pp. 136-160). Berkeley, CA: McCutchan. Coladarci, T. (1992). Teachers’ sense of efﬁcacy and commitment to teaching. Journal of Experimental Education, 60, 323–337. Demirtaş, H.,Cömert, M. & Özer, N. (2011). Pre-service teachers’ self-efficacy beliefs and attitudes towards profession, Education and Science, 36 (159). Gençtürk, A.&Memiş, A. (2010). An investigation of primary school teachers’ teacher efficacy and job satisfaction in terms of demographic factors, Elementary Education Online, 9(3), 1037-1054. Gibson,S.,& Dimbo,M.H.(1985). Teachers’ sense of efficacy: An important factor in school improvement. Elementary School Journal, 86,173-184. Goddard,R.D.,Hoy,W.K.,& Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and impact on academic achievement. American Educational Research Journal, 37, 479–507. Gorrell, J., & Hwang, Y.S. (1995). A study of self-efficacy beliefs among preservice teachers in Korea. Journal of Research and Development in Education, 28, 101-105.

Author Information

Yelda Sarıkaya Erdem (presenting / submitting)

Cappadocia Vocational College

English Language Department

Nevşehir

Hatice Çilsalar (presenting)

Middle East Technical University

Educational Sciences

Ankara

Search the ECER Programme

Search for keywords and phrases in "Text Search"
Restrict in which part of the abstracts to search in "Where to search"
Search for authors and in the respective field.
For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.