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Journals / Language Teaching and Educational Research / 2022 / Volume: 5 Issue: 2

The Investigation of School Administrators' English Self-efficacy Beliefs

Murat Akkoyun(TC MİLLİ EĞİTİM BAKANLIĞI KONYA)0000-0003-3691-654X
Muhammet İbrahim Akyürek(SELÇUK ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0001-9122-471X
Pages
—
Publication Date
2022-12-19
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

According to the results of the study, school administrators' English selfefficacy beliefs are at a low level (the level of "very little fits").

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study is to determine the English self-efficacy beliefs of school administrators.
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Key Findings & Data:The sample of the study consists of 305 administrators working in schools in the districts of Konya, Türkiye.
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Conclusion & Impact:According to the results of the study, school administrators' English selfefficacy beliefs are at a low level (the level of "very little fits").
🔬Design:Survey & Empirical Study
📍Scope:2012 Verileri
⚙️Variables:School administrator · self-efficacy · English self-efficacy belief

Abstract

The purpose of this study is to determine the English self-efficacy beliefs of school administrators. The research adopts the cross-sectional survey model to determine the English self-efficacy beliefs of school administrators. The sample of the study consists of 305 administrators working in schools in the districts of Konya, Türkiye. In the study, the “English self-efficacy belief scale” developed by Hancı Yanar and Bümen (2012) was used to determine English self-efficacy beliefs. The measurement tool used in the study was applied in April 2022. According to the results of the study, school administrators' English selfefficacy beliefs are at a low level (the level of "very little fits"). While the level of English self-efficacy beliefs of school administrators showed a significant difference according to the variables of duty, professional seniority and administration seniority, there was no significant difference based on gender, age, educational status and school type variables. Language activities can be organized in schools with the participation of all education stakeholders in order to increase the English self-efficacy of school administrators depending on the language training to be carried out.

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Cite This Article

Akkoyun, M., Akyürek, M. İ. (2022). The Investigation of School Administrators' English Self-efficacy Beliefs. Language Teaching and Educational Research, Volume: 5 Issue: 2. https://doi.org/10.35207/later.1181185

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