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Journals / Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi / 2018 / Cilt: 19 - Sayı: 1

Examination of the Relations amongst Support, Class Belonging and Teacher Self-Efficacy in Turkish Pre-Service Teachers

Öğretmen Adaylarının Algıladıkları Destek, Aidiyet Duygusu ve Öğretmen Öz-yeterlik İlişkisinin İncelenmesi

Muhammet Mustafa ALPASLAN
Kasım YILDIRIM
Özgür ULUBEY
Pages
242–261
Publication Date
2022-10-11
DOI
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AI Summary & Key Takeaways

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

It was found that the teacher candidates received the most support from their families and the least support from their instructors.

📌 3 Key Takeaways

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Objective & Hypothesis:In this study, it was aimed to investigate the contributions of support and class belonging to teacher self-efficacy.
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Key Findings & Data:A total of 357 teacher candidates from the different departments enrolled in the Pedagogical Formation Education Certificate Program at a state university in the Aegean Region of Turkey participated in the study.
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Conclusion & Impact:It was found that the teacher candidates received the most support from their families and the least support from their instructors.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

In this study, it was aimed to investigate the contributions of support and class belonging to teacher self-efficacy. A total of 357 teacher candidates from the different departments enrolled in the Pedagogical Formation Education Certificate Program at a state university in the Aegean Region of Turkey participated in the study. Teacher Self-Efficacy Scale, Psychological Sense of Membership Scale and Perceived Support Scale were used to collect data. To examine the relationship between variables, structural equation modeling technique was utilized in the MPLUS program. It was found that the teacher candidates received the most support from their families and the least support from their instructors. Analysis revealed that the support received from the instructors was statistically significantly related to all the sub-dimensions of teacher self-efficacy. Findings showed that class belonging was positively related to all of the sub-dimensions of teacher self-efficacy. Findings suggest that whenteacher candidates receive support from their classmates and instructors, their sense of class belonging would increase and eventually, their teacher self-efficacy would grow up.

Özet

Bu çalışmada pedagojik formasyon eğitimi sertifika programında yer alan öğretmen adaylarının algıladıkları destek ve sınıfa aitlik duygularının öğretmen öz-yeterlik algısına katkısının incelenmesi amaçlanmıştır. Çalışmanın katılımcılarını Ege Bölgesindeki bir devlet üniversitesinde Pedagojik Formasyon Eğitimi Sertifika Programına katılan farklı bölümlerden toplam 357 öğretmen adayı oluşturmaktadır. Araştırmanın verileri Öğretmen Öz-yeterlik Ölçeği, Sınıfa Aidiyet Duygusu Ölçeği ve Algılan Destek Ölçeği ile toplanmıştır. Değişkenler arasında ilişkinin incelenmesi için MPLUS programında yapısal eşitlilik modeli (YEM) tekniği kullanılmıştır. Öğretmen adaylarının en çok desteği ailelerinden, en az desteği ise öğretim elemanlarından aldıkları belirlenmiştir. Bu çalışmada incelenen üç destek türü içinde öğretim elemanlarından alınan desteğin öğretmen adaylarının öz-yeterlik algılarının tüm alt boyutlarıyla anlamlı derece ilişkili olduğu bulunmuştur. Yol katsayıları sınıfa bağlılık duygusunun öğretmen adaylarının öz-yeterlik alt boyutlarının hepsiyle pozitif ilişkili olduğunu göstermektedir. Öğretmen adayları sınıf ve öğretim üyelerinden destek aldıkça sınıfa bağlılık duyguları gelişmekte ve bu duyguda öğretmen adaylarının öz-yeterliklerinin artmasını sağlamaktadır.

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Cite This Article

ALPASLAN, M. M., YILDIRIM, K., ULUBEY, Ö. (2022). Examination of the Relations amongst Support, Class Belonging and Teacher Self-Efficacy in Turkish Pre-Service Teachers. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, Cilt: 19 - Sayı: 1, 242–261. https://ajindex.com/articles/430878

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