SavedAdd your journal

Journals / Çukurova Üniversitesi Eğitim Fakültesi Dergisi / 2017 / Cilt: 46 - Sayı: 2

Teachers’ Opinions towards Private Courses and Teachers’ Efficacy

Fatma ALKAN
Dilek Sultan ACARLI
Canan ALTUNDAĞ
Pages
517–540
Publication Date
2017-10-29
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

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

Moreover, it was seen that the more experience teachers have in their profession, the higher their perception of efficacy.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Öz The purpose of this study is to determine views of teachers’ on private courses and teachers’ efficacy, which would affect their views, were examined and the case was evaluated with regards to teachers.
📊
Key Findings & Data:The study was conducted with the participation of 1065 teachers who work at different secondary schools in Ankara.
💡
Conclusion & Impact:Moreover, it was seen that the more experience teachers have in their profession, the higher their perception of efficacy.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Anahtar Kelimeler education system · private courses · teacher

Özet

Öz The purpose of this study is to determine views of teachers’ on private courses and teachers’ efficacy, which would affect their views, were examined and the case was evaluated with regards to teachers. The study was conducted with the participation of 1065 teachers who work at different secondary schools in Ankara. When the data of the study was examined, it was determined that teachers’ views concerning private courses are positive. Teachers think that private courses have fewer numbers of students in one class where students are of the same level; they also think that private courses corroborate knowledge obtained at school so that lessons are learnt better. They think all these factors increase success. It was also determined that teachers’ efficacy is rather high. Moreover, it was seen that the more experience teachers have in their profession, the higher their perception of efficacy.

🔖

Cite This Article

ALKAN, F., ACARLI, D. S., ALTUNDAĞ, C. (2017). Teachers’ Opinions towards Private Courses and Teachers’ Efficacy. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 46 - Sayı: 2, 517–540. https://ajindex.com/articles/6167

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (8)

  1. Akın, F., Şimşek, O., & Erdem, T.(2007). Türkiye’de eğitim sorunu[Education problems in Turkey]. Available at http://www.turkegitimsen.org.tr/lib_yayin/82.pdf.Accessed 06 July 2015.
  2. Arabacı, İ. B., & Namlı, A. (2014). Dershanelerin kapatılması sürecinin yönetici, öğretmen ve öğrenci görüşlerine göre değerlendirilmesi [The assesment of the shutdown of preparatory schools process from the administrators, teachers and student’s perspectives]. Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic, 9(11), 31-48.
  3. Ayvacı, H.S. & Er Nas, S. (2009). Fen ve Teknoloji dersi konularının okulda ve dershanede işlenişiyle ilgili durumların belirlenmesi [Determining the Processive Cases of Science and Technology Course Subjects at Schools and Private Preparation Course]. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi [Dicle University Journal of Ziya Gokalp Faculty of Education], 13, 113-124.
  4. Baloğlu, N., & Karadağ, E. (2008). Öğretmen yetkinliğinin tarihsel gelişimi ve Ohio öğretmen yetkinlik ölçeği: Türk kültürüne uyarlama, dil geçerliği ve faktör yapısının incelenmesi [Teacher efficacy and Ohio teacher efficacy scale: adaptation for Turkish culture, language validity and examination of factor structure]. Kuram ve Uygulamada Eğitim Yönetimi [Educational Administration: Theory and Practice],56,571-606.
  5. Baran, N., & Altun, T. (2014). Role and importance of dershanes in our education system. Journal of Research in Education and Teaching, 3(2), 333-344.
  6. Baştürk, S.(2011). Üniversiteye giriş sınavına hazırlanma sürecinin öğrencilerin matematik öğrenmeleri üzerine olumsuz yansımaları [Negative reflections of preparation process to the university entrance exam on students’ mathematics learning]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi[Hacettepe University Journal of Education], 40,69-79.
  7. Bray, M. (1999). The shadow education system: Private tutoring and its implications for planners. Fundamentals Educational Planning (No: 61). Paris: UNESCO International Institute for Educational Planning. Bray, M., & Silova, I. (2006). “The Private Phenomenon: International Patterns and Perspectives”, In M Bray & I Silova (eds).Education in a Hidden Marketplace: Monitoring and Private Tutoring.Budapest: Education Support Program (ESP) of the Open Society Institute,31-32, Available at http://www.opensocietyfoundations.org/sites/default/files/hidden_20070216.pdf.Accessed 01 July 2015.
  8. Büyükköse, F. (2010). Dershane seçiminde