The Role of Teacher Autonomy on Collective Teacher Efficacy

Year 2021, Volume: 2 Issue: 2, 30 - 50, 19.11.2021

Seval Koçak , Selçuk Yusuf Arslan

https://doi.org/10.5281/zenodo.7584254

Abstract

The aim of the study is to examine the relationship between the perceptions of secondary education teachers about the autonomy levels and the collective teacher efficacy and to determine the role of the domains of teacher autonomy on collective teacher efficacy. This study designed in the relational screening model and was conducted with in-service secondary education teachers working at public schools sharing this is crucial in the province of Ankara in the 2019-2020 academic year. Data were collected using the Teacher Autonomy Scale and the Collective Teacher Efficacy Scale. The research findings showed that among the domains of teacher autonomy, professional communication autonomy had the highest average and curriculum autonomy had the lowest average. In addition, it has been determined that collective teacher efficacy was perceived at a relatively high level. As a result of the analysis conducted to determine the predictors of teacher autonomy domains on collective teacher efficacy, it was seen that the highest predictor was professional communication autonomy, followed by professional development autonomy and teaching process autonomy, respectively. It was also determined that curriculum autonomy was not a significant predictor of collective teacher efficacy.

Keywords

Autonomy, teacher autonomy, efficacy, collective teacher efficacy.

References

• Abayomi, F. B. (2020). Exploring the Role of Collective Teacher Efficacy in Closing Achievement Gaps: A Review of an Urban District Model School Program. The Organizational Improvement Plan at Western University, 118. Retrieved from https://ir.lib.uwo.ca/oip/118
• Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
• Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman.
• Bandura, A. (1999). Social cognitive theory: An agentic perspective. Asian Journal of Social Psychology, 2, 21-41.
• Bandura, A. (2003). Self-efficacy. In R. Fernandez-Ballesteros (Ed.), Encyclopedia of psychological assessment.(p.848-853). London: Sage Publications.
• Bellibaş, M. Ş., Karadağ, N. & Gümüş, S. (2021). Kolektif öğretmen yeterliği ile öğretmen failliği arasındaki ilişkinin incelenmesi: Hiyerarşik lineer modelleme (HLM) analizi. Baskent University Journal of Education, 8(1), 160-168.
• Berebitsky, D. & Salloum, S. J. (2017). The relationship between collective efficacy and teachers’ social networks in urban middle schools. AERA Open, 3(4), 1-11.
• Bozkurt, S., Çoban, Ö., Özdemir, M. & Özdemir, N. (2021). How leadership, school culture, collective efficacy, academic self-efficacy, and socioeconomic status affect student achievement. Education and Science, 46(207), 465-482.
• Brinson, D. & Steiner, L. (2007). Building collective efficacy: How leaders ınspire teachers to achieve. Issue Brief. Center for Comprehensive School Reform and Improvement. (ERIC Number: ED499254).
• Buonomo, I., Fiorilli, C. & Benevene, P. (2020). Unravelling teacher job satisfaction: The contribution of collective efficacy and emotions towards professional role. International Journal of Environmental Research and Public Health, 17(736) doi:10.3390/ijerph17030736
• Buyruk, H. & Akbaş, A. (2021/Early Access). Öğretmenlerin mesleki profesyonelliği ile özerkliği arasındaki ilişkiye dair bir çözümleme. Eğitim ve Bilim. DOI: 10.15390/EB.2021.9996
• Can, N. (2009). The Leadership Behaviours of Teachers in Primary Schools in Turkey. Education, 129(3), 436-447.
• Canbolat, Y. (2020). Türkiye`de ortaöğretim öğretmenlerinin mesleki özerkliği: Var olan ve olası politikaların bir analizi. Eğitim ve Bilim, 45(202), 141-171.
• Cansoy, R. & Parlar, H. (2018). Examining the relationship between school principals' instructional leadership behaviors, teacher self-efficacy, and collective teacher efficacy. International Journal of Educational Management, 32(2), 1-22.
• Chen, G. & Bliese, P. D. (2002). The role of different levels of leadership in predicting self and collective efficacy: Evidence for discontinuity. Journal of Applied Psychology, 87, 549–556.
• Çelik, K., Gören, T. & Kahraman, Ü. (2018). İlkokul öğretmenlerinin kolektif yeterlik düzeyleri ile moral düzeyleri arasındaki ilişki. International Journal of Human Sciences, 15(4), 2644 - 2656.
• Çetin, A. & Ünsal, S. (2019). Merkezi sınavların öğretmenler üzerinde sosyal, psikolojik etkisi ve öğretmenlerin öğretim programı uygulamalarına yansıması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(2), 304-323.
• Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenler istatistik SPSS ve Lisrel uygulamaları. Ankara: Pegem Akademi.
• Çolak, İ. & Altınkurt, Y. (2017). Okul iklimi ile öğretmenlerin özerklik davranışları arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 23(1), 33-71.
• Çolak, İ., Altınkurt, Y. & Yılmaz, K. (2017). Öğretmenlerin özerklik davranışları ile iş doyumları arasındaki ilişki. KSBD, 9(2), 189-208.
• Demir, D. H. (2019a). Okul müdürleri liderlik stillerinin örgüt iklimi ve öğretmenlerin kolektif yeterlik algısı üzerindeki etkisi. Yüksek Lisans Tezi, Maltepe Üniversitesi, Sosyal Bilimler Enstitüsü.
• Demir, S. (2019a). Öğretmenlerin okuldan ayrılma niyetlerinin bir yordayıcısı olarak kolektif yeterlik. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 7(5) 175–181.
• Demir, S. (2019b). Kolektif öğretmen yeterliğinin öğretmen iş doyumundaki rolü üzerine yapısal eşitlik modellemesi. Uluslararası Toplum Araştırmaları Dergisi, 10(17), 445-463.
• Dimopoulou, E. (2014). Efficacy and collective efficacy beliefs in relation to position, quality of teaching and years of experience. Literacy Information and Computer Education Journal, 5(1), 1467-1475.
• Donohoo, J. (2017). Collective efficacy: How educators’ beliefs impact student learning. Corwin Press.
• Donohoo, J. & Katz, S. (2017). When teachers believe students achieve. The Professional Learning Association-The Learning Professional, 38(6), 20-27.
• Eells, R. (2011). A meta-analysis of the relationship between collective teacher efficacy and student achievement. PhD thesis, Loyola University. https://ecommons.luc.edu/cgi/viewcontent.cgi?article=1132&context=luc_diss
• Elliott, K. & Hollingsworth, H. (2020). A case for reimagining school leadership development to enhance collective efficacy. Camberwell, Australia: Australian Council for Educational Research.
• Erdoğan, U. & Dönmez, B. (2015). Kolektif öğretmen yeterliği ölçeğinin Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Yönetimi, 21(3), 345-366.
• Eurydice. (2008). Responsibilities and teacher autonomy. Working document. https://www.sac.smm.lt/wp-content/uploads/2016/01/13en-Vertimas-SAC-Teacher_autonomy_Euridyce_-Anglu-kalba-2007.pdf
• Goddard, R. D. & Goddard, Y. L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17(7), 807-818.
• Goddard, R. D. & Skrla, L. (2006). The influence of school social composition on teachers’ collective efficacy beliefs. Educational Administration Quarterly, 42(2), 216–235.
• Goddard, R. D., Hoy, W. K. & Woolfolk-Hoy, A. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), 3-13.
• Goddard, R. D., Hoy, W. K. & Woolfolk-Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479-507.
• Goddard, R., Skrla, L. & Salloum, S. (2017). The role of collective efficacy in closing student achievement gaps: A mixed methods study of school leadership for excellence and Equity. Journal of Education for Students Placed at Risk. DOI:10.1080/10824669.2017.1348900
• Gürçay, D., Yılmaz, M. & Ekici, G. (2009). Öğretmen kolektif yeterlik inancını yordayan faktörler. H. Ü. Eğitim Fakültesi Dergisi, 36, 119-128.
• Güven, D. (2010). Profesyonel bir meslek olarak Türkiye’de öğretmenlik. Boğaziçi Üniversitesi Eğitim Dergisi, 27(2), 13-21.
• Hoogsteen, T. J. (2020). Collective efficacy: toward a new narrative of its development and role in achievement. Palgrave Communıcatıons, 6(2), DOI: https://doi.org/10.1057/s41599-019-0381-z
• Hooper, D., Coughlan, J. & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. The Electronic Journal of Business Research Methods, 6(1), 53–60.
• Huang, J. (2007). Teacher autonomy in second language education. CELEA Journal, 30(1), 30-42.
• Ingersoll, R. M. (1997). Teacher professionalization and teacher commitment: A multilevel analysis. National Center for Education Statistics (NCES) 97-069. Washington, DC: U.S. Department of Education.
• Javadi, F. (2014). On the relationship between teacher autonomy and feeling of burnout among ıranian efl teachers. Procedia - Social and Behavioral Sciences 98, 770 – 774.
• Kılınç, A. Ç., Bozkurt, E. & İlhan, H. (2018). Öğretmen özerkliğine ilişkin öğretmen görüşlerinin incelenmesi. Eğitim ve İnsani Bilimler Dergisi, 9(18), 78-98.
• Klassen, R. M. (2010). Teacher stress: The mediating role of collective efficacy beliefs. The Journal of Educational Research, 103(5), 342–350. doi:10.1080/00220670903383069
• Kline, R. B. (2011). Principles and practice of structural equation modeling. 3rd ed. New York: The Guilford Press.
• Kurt, T. (2012). Öğretmenlerin öz-yeterlik ve kolektif yeterlik algıları. Journal of Turkish Educational Sciences, 10(2), 195-227.
• LaCoe, C. S. (2006). Decomposing teacher autonomy: A study investigating types of teacher autonomy and how current public school climate affects teacher autonomy (Unpublished doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. AAI3209987).
• Maviş Sevim, F. Ö., Yazıcı, L. & Maviş, R. (2017). Avrupa ülkeleri ve Türkiye’de okul ve öğretmen özerkliğinin karşılaştırılması. Route Educational and Social Science Journal, 4(2), 1-12.
• MEB Ortaöğretim Kurumları Yönetmeliği. https://www.mevzuat.gov.tr/mevzuat?MevzuatNo=18812&MevzuatTur=7&MevzuatTertip=5
• Meriç, E. & Erdem, M. (2020). Öğretmenlik mesleği iş özelliklerinin mesleğe adanmışlığı yordama düzeyi. Kuram ve Uygulamada Eğitim Yönetimi, 26(2), 449-494.
• Mulford, B. (2003). School leaders: Changing roles and impact on teacher and school effectiveness. Education and Training Policy Division, OECD.
• OECD. (2009). Creating effective teaching and learning environments: First results from TALIS. http://www.oecd.org/education/school/43023606.pdf
• OECD. (2014). TALIS 2013 Results: An ınternational perspective on teaching and learning, http://dx.doi.org/10.1787/9789264196261-graph63-en.
• Özaslan, G. (2015).Öğretmenlerin sahip oldukları mesleki özerklik düzeyine iliĢkin algılar. Eğitimde Nitel Araştırmalar Dergisi - Journal of Qualitative Research in Education, 3(2), 25-39.
• Özdemir, N. & Turan, S. (2018). Okul müdürlerinin manipülatif davranışları ile öğretmenlerin özerklik algıları ve bağlılık düzeyleri arasındaki ilişkiler. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 19(2), 1707-1726.
• Özdemir, T. Y., Demirkol, M., Erol, Y. C. & Turhan, M. (2018). Kolektif öğretmen yeterlikleri ile okul kültürü arasındaki ilişkinin incelenmesi: Elazığ ili örneği. Journal of Social and Humanities Sciences Research (JSHSR), 5(31), 4628-4635.
• Öztürk, İ. H. (2012). Öğretimin planlanmasında öğretmenin rolü ve özerkliği: Ortaöğretim tarih öğretmenlerinin yıllık plan hazırlama ve uygulama örneği. Kuram ve Uygulamada Eğitim Bilimleri, 12(1), 271-299.
• Ramos, M., Silva, S., Pontes, F., Fernandez, A. & Nina, K. (2014). Collective teacher efficacy beliefs: A critical review of the literature. International Journal of Humanities and Social Science, 4(7), 179–188.
• Ramos, R. C. (2006). Considerations on the role of teacher autonomy. Colombian Applied Linguistics Journal, 8, 183-202. Reeve, J., Bolt, E. & Cai, Y. (1999). Autonomy supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91(3), 537-548.
• Schleicher, A. (2015). Schools for 21st-century learners: strong leaders, confident teachers, ınnovative approaches, ınternational summit on the teaching profession. OECD Publishing. http://dx.doi.org/10.1787/9789264231191-en
• Sehrawat, J. (2014). Teacher autonomy: Key to teaching success. Bhartiyam International Journal of Education & Research, 4(1), 1-8.
• Sharratt, L. & Planche, B. (2016). Leading Collaborative Learning: Empowering Excellence. Corwin.
• Short, P. M. (1992). Dimensions of teacher empowerment. https://files.eric.ed.gov/fulltext/ED368701.pdf
• Skaalvik, E. M. & Skaalvik, S. (2019). Teacher self-efficacy and collective teacher efficacy: Relations with perceived job resources and job demands, feeling of belonging, and teacher engagement. Creative Education,10, 1400-1424.
• Smith, R. C. (2003). Teacher education for teacher-learner autonomy. Language in language teacher education. http://homepages.warwick.ac.uk/~elsdr/Teacher_autonomy.pdf
• TEDMEM. (2015). Öğretmen özerkliği ve okul özerkliği üzerine. https://tedmem.org/mem-notlari/degerlendirme/ogretmen-ozerkligi-ve-okul-ozerkligi-uzerine
• TEDMEM. (2019). Dünya Standartlarında 21. Yüzyıl Okul Sistemi Nasıl İnşa Edilmeli? https://tedmem.org/mem-notlari/degerlendirme/dunya-standartlarinda-21-yuzyil-okul-sistemi-nasil-insa-edilmeli
• Tschannen-Moran, M. & Barr, M. (2004). Fostering student learning: The relationship of collective teacher efficacy and student achievement. Leadership and Policy in Schools, 3(3), 189-209.
• Uğurlu, C. T., Beycioğlu, K. & Abdulrezzak, S. (2018). Information literacy, collective teacher adequacy and effective school: Structural equation modeling. İlköğretim Online, 17(4), 1988-2005.
• Uras, M. (2000). Lise öğretmenlerinin örgüt sağlığının moral, yenilikçilik, özerklik, uyum ve problem çözme yeterliği boyutlarına ilişkin algıları. PAÜ Eğitim Fakültesi Dergisi, 7, Özel Sayı, 1-8.
• Uslu, S. (2020). İlkokul sınıf öğretmenlerinin iş-yaşam dengesini açıklayan olgular üzerine nitel bir araştırma. Yönetim ve Organizasyon Araştırmaları Dergisi, 5(1), 35-64.
• Üzüm, P. & Karslı, M.D. (2013). Sınıf öğretmenlerinin öğretmen özerkliğine ilişkin farkındalık düzeyleri (İzmir ili örneği). İnönü Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 79-94.
• Vatou, A. & Vatou, A. (2019). Collective teacher efficacy and job satisfaction. Psychometric properties of the CTE scale. Journal of Contemporary Education, Theory & Research 3(2), 29-33.
• Wang, J., Liu, R-D., Ding, Y., Xu, L., Liu, Y. & Zhen R. (2017). Teacher’s autonomy support and engagement in math: Multiple mediating roles of self-efficacy. Intrinsic Value, and Boredom. Front. Psychol. 8, 1006. DOI: 10.3389/fpsyg.2017.01006
• Webb, P. T. (2002) Teacher power: the exercise of professional autonomy in an era of strict accountability. Teacher Development, 6(1), 47-62.
• Yazıcı, A. Ş. & Akyol, B. (2017). Okul müdürlerinin liderlik davranışları ile öğretmen özerkliği arasındaki ilişki. Uluslararası Eğitim Bilimleri Dergisi, 4(10), 189-208.
• Yıldırım, A. (2003). Instructional Planning in a Centralized School System: Lessons of a Study among Primary School Teachers in Turkey. International Review of Education, 49(5), 525-543.
• Yılmaz, M. & Turanlı, N. (2017). Öğretmenlerin kolektif yeterlik algılarının incelenmesi: Altındağ ilçesi örneği. The Journal of International Lingual, Social and Educational Sciences, 3(2), 151-158.
• Yüner, B. & Özdemir, M. (2020). Kolektif öğretmen yeterliği ile okul etkililiği arasındaki ilişkinin öğretmen görüşlerine göre incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 33(2), 389-409.
• Zabrina Anyagre, J. T. (2017). Collective efficacy-enhancing factors: Public school teachers’ perspective for effective school management. International Journal of Innovative Research ve Development, 6(8), 1-7.
• Zencirci, İ. (2010). İlköğretim okullarında yönetimin demokratiklik düzeyi: Katılım, özgürlük ve özerklik. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(24), 86-114.