Examination of the teacher self-efficacy of pre-service biology and science teachers in terms of different variables

Miraç Yılmaz; Perihan Güneş; Hikmet Türk Katırcıoğlu

doi:10.36681/

Authors

Miraç Yılmaz
Perihan Güneş
Hikmet Türk Katırcıoğlu

DOI:

https://doi.org/10.36681/

Keywords:

Academic Self-Efficacy, Pre-service Biology Teacher, Pre-service Science Teacher, Self- Efficacy Belief, Teacher Self-Efficacy

Abstract

The objective of this study is to determine the teacher and academic self-efficacy of pre-service biology
and science teachers and to examine of the teacher self-efficacy of pre-service biology and science
teachers in terms of different variables (academic self-efficacy, grade level and academic achievement)
The study sample consists of 134 pre-service teachers. In the study, we used the Teacher Self-Efficacy Scale (α= .91) and the Academic Self-Efficacy Scale (α= .87). We used descriptive analyses and regression analysis in the examination of the data. As a result of the descriptive analyses, it was determined that pre-service teachers had high levels of teacher self-efficacy ( X = 166,02), academic selfefficacy ( X = 21,58), and academic achievement ( X = 3,41). The study results suggest that pre-service teachers have high levels of teacher self-efficacy and levels of academic self-efficacy. Besides, it was observed that the academic self-efficacy made a significant contribution to the prediction of the belief of teacher self-efficacy and the entire model explained 26% of the variance. Since the results point out the academic self-efficacy as the variable predicting the teacher self-efficacy, it makes us think about the necessity for supporting and developing the pre-service teachers to accomplish an academic task during their education.

Downloads

Download data is not yet available.

References

Ashton, P. T. & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. NewYork: Longman.

Bandura, A. (1994). Self-efficacy, In V.S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, 71-81). New York Academic Press.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.

Bursal, M. (2008). Changes in turkish pre-service elementary teachers’ personal science teaching efficacy, beliefs and science anxieties during a science method course. Journal of Turkish Science Education, 5(1), 99-112.

Çapa, Y., Çakıroğlu, J. & Sarıkaya, H. (2005). Development and validation of Turkish version of teachers’ sense of efficacy scale. Egitim ve Bilim, 30(137), 74–81.

Chemers, M. M., Hu, L. & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55-64.

Enochs, L. & Riggs, I. (1990). Further development of an elementary science teaching efficacy belief ınstrument: A pre-service elementary scale. School Science and Mathematics, 90(8), 694-706.

Elias, S. & Loomis, R. (2002). Utilizing need for cognition and perceived self efficacy- to predict academic performance. Journal of Applied Social Psychology, 32(8), 1687- 1702.

Ekici, G. (2012). Akademik özyeterlilik ölçeği: Türkçeye uyarlama, geçerlik ve güvenirlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 43, 174-185.

Ferla, J., Valcke, M. & Cai, Y. (2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and Individual Differences, 19, 499- 505.

House, J. D. (1992). The relationship between academic self-concept, achievement-related expentacies, and college attrition. Journal of College Student Development, 33(1), 5-10.

Gerçek, C., Yılmaz, M., Köseoğlu, P. & Soran, H. (2006). Biyoloji eğitimi öğretmen adaylarının öğretiminde öz-yeterlik inançları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 39(1), 57-73.

Gibson, S. & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569–582.

Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4, 63–69.

Gür, G., Çakıroğlu, J. & Çapa Aydın, Y. (2012). Investigating Predictors of Sense of Efficacy Beliefs of Classroom, Science, and Mathematics Teachers. Education and Science, 37 (166), 68-76.

Jerusalem, M. & Schwarzer, R. (1981). Fragebogen zur erfassung von selbstwirksamkeit. Skalen zur befindlichkeit und persoenlichkeit. In R. Schwarzer (Hrsg.). (Forschungsbericht No. 5). Berlin: Freie Universitaet, Institut für Psychologie.

Karaduman, B. & Emrahoğlu, N. (2011). A study on pre-service elementary teachers' science teaching self-efficacy beliefs and outcome expectations in terms of various variables, Journal Of Turkish Science Education, 8(3), 69-79.

Koul, R. & Rubba, P. A. (1999). An analysis of the reliability and validity of personal Internet teaching efficacy beliefs scale. Electronic Journal of Science Education, 4(1) [Availableonline] http://ejse.southwestern.edu/article/view/7621/5388

Özdilek, Z. & Bulunuz, N., (2009). The effect of a guided ınquiry method on pre-service teachers’ science teaching self-efficacy beliefs, Journal Of Turkish Science Education, 6(2), 24-42.

Özkan, Ö., Tekkaya, C. & Çakıroğlu, J. (2002). Fen bilgisi aday öğretmenlerin fen kavramlarının anlama düzeyleri, fen öğretimine yönelik tutum ve öz-yeterlik inançları. V. Ulusal Fen Bilimleri Eğitimi Kongresi, ODTÜ, Ankara.

Pajares, F. (1997). Current directions in self-efficacy research. In M. Maehr ve P.R. Pintrich (Eds.), Advances in motivation and achievement. (Vol. 10, pp. 1-49). Greenwich, CT: JAI Press.

Riggs, I. & Enochs, L. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74, 625-638.

Schmitz, G. S. & Schwarzer, R. (2000). Selbstwirksamkeitserwartung von lehrern: Längsschnitt befunde mit einem neuen instrument. Zeitschrift Für Pädagogische Psychologie, 14(1), 12-25.

Solberg, V. S., O’Brien, K., Villareal, P., Kennel, R. & Davis, B. (1993). Self-efficacy and hispanic college students: Validation of the college self-efficacy instrument. Hispanic Journal of Behavioral Sciences, 15(1), 80-95.

Schwarzer, R. (1993). General percevied self-efficacy in 14 cultures. (Online) Retrieved on 05-June-2007, at URL: http://web.fuberlin.de/gesund/publicat/ehps_cd/health/world14.htm)

Schultz, D. & Schultz, S. E. (2007). Modern psikoloji tarihi. (Çev. Yasemin Aslay), İstanbul: Kaknüs Yayınları.

Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading and Writing Quarterly, 19, 159-172.

Timur, B. & Taşar, M. F. (2013). Adaptation of “the microcomputer utilization in teaching efficacy beliefs ınstrument” into turkish and science teaching, Journal Of Turkish Science Education, 10(3), 59-72.

Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher Efficacy: Its Meaning and Measure. Review of Educational Research, 68, 202-248.

Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing and elusive construct. Teaching and Teacher Education, 17, 783-805.

Vrugt, A. J., Langereis, M. P., & Hoogstraten, J. (1997). Academic self-efficacy and malleability of relevant capabilities as predictors of exam performance. The Journal of Experimental Education, 66, 61-72.

Witte, H. E. (2002). Das Hamburger Hochschulmodernisierungsgesetz: Eine wissenschaftlich-psychologische Betrachtung, (Hamburger Forschungsberichte Nr. 41). Hamburg.

Wood, R. & Locke, E. (1987). The relationship of self-efficacy and grade goals to academic performance. Educational and Psychologyical Measurements, 47, 1013-1024.

Yılmaz, M., Gürcay, D. & Ekici, G. (2007). Adaptation of the academic self-efficay scale to Turkish, Hacettepe University Journal of Education, 33(1), 253-259,

Yılmaz, M. & Gürçay, D. (2011). Biyoloji ve fizik öğretmen adaylarının öğretmen özyeterliklerini yordayan değişkenlerin belirlenmesi, Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 1(40), 53-60.

Zimmerhofer, A., Heukamp, V. M. & Hornke, L. F. (2006). Ein Schritt zur fundierten Studienwahl-webbasierte Self-Assesment in der Praxis, Report Psychologie, 31(2), 63-71.

Zimmerman, B. J. (1995). Self-efficacy and educational development. In A. Bandura (Ed.),Self-efficacy in changing societies (pp. 202-231). New York, NY: Cambridge University Press.

Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91.