Öğretmenlerin Değer Yönelimlerinin Kişilerarası Öz-Yeterlik Algıları Üzerine Etkisi

Year 2019, Volume: 16 Issue: 1, 89 - 116, 01.04.2019

Seda Türkan , Ferda Şule Kaya

Abstract

DOI: 10.26650/hayef.2019.19005

Bu araştırmanın amacı; öğretmenlerinin
kişilerarası öz-yeterlik algılarını tespit etmek ve öğretmenlerin değer
yönelimlerinin, kişilerarası öz-yeterlik algıları üzerine etkisini
belirlemektir. Araştırma ilişkisel tarama desende tasarlanmıştır. Araştırma
evrenini, 2014-2015 eğitim öğretim yılında Sarıyer ilçesinde görev yapan
ortaokul ve ilkokul öğretmenleri oluşturmaktadır. Araştırmanın örneklemi, basit
tesadüfi örnekleme yöntemi kullanılarak belirlenen 64 okulda görev yapan 493
öğretmendir. Verilerin toplanmasında, “Öğretmen Kişilerarası Öz-Yeterlik
Ölçeği”(KÖYÖ); “Portre Değerler Ölçeği” (PDÖ) ile araştırmacı tarafından
hazırlanan “Kişisel Bilgi Formu” kullanılmıştır. Araştırmada elde edilen
verilerin analizinde, bağımsız grup t-testi, tek yönlü varyans analizi (Anova),
Kruskal-Wallis H testi, Mann-Whitney U testi, Spearman korelasyon analizi,
Pearson Ki Kare testi, Lineer regresyon analizi kullanılmıştır. Sonuç olarak
öğretmenlerin değer yönelimlerinin öz-yeterlik algıları üzerine evrenselcilik,
güvenlik ve öz-yönelim değerleri etkili olmuştur. Bu aynı zamanda araştırmaya
katılan tüm öğretmenlerin en çok önem verdikleri ilk üç değerdir. Bu iki sonuç,
evrenselcilik, güvenlik ve öz-yönelim değerlerinin, hem öğretmenlerin
öz-yeterliklerini etkileyen değerler olduğunu, hem de öğretmenlerin tercih
ettikleri ilk üç değer olduğunu göstermektedir.

 Cite this article as: Kaya, F.Ş., Türkan,
S. (2019). The effect of the teachers’ value orientation on interpersonel
self-efficacy perceptions. HAYEF: Journal of Education, 16(1); 89-116. 

Keywords

Değer, değer yönelimi, kişilerarası öz-yeterlik algısı, öğretmen öz-yeterliği, öz-yeterlik

The Effect of the Teachers’ Value Orientation on Interpersonel Self-Efficacy Perceptions

Abstract

DOI: 10.26650/hayef.2019.19005

The aim of this study is to determine
teachers’ perceived interpersonel self-efficacy and the effect teachers’ value
orientations on interpersonel self-efficacy perception. The correlational
design was used in the research. The population of the research was teachers
working at the primary schools and secondary schools in the Sarıyer in the
2014-2015 education year. The sample of this study consisted of 493 teachers
working at the 64 schools, which was determined by the use of the random
sampling method. During the data collection process, “The Teacher Interpersonal
Self-efficacy Scale” , “Portrait Values Questionnaire” and “Personal Informatin
Form” developed by the researcher were used. Data analysis was done using the
independent group t- test, single – sided variance analysis ( Anova ),
Kruskal-Wallis H test, Mann-Whitney U test, Spearman correlation analysis,
Pearson chi square test, Linear regression analysis. When the findings were
evaluated it was discovered that; Universalism, security and self-direction are
the major values effecting teacher’s perceived interpersonel self-efficacy.
These findings shows that these  three
values  are most important values for all
teachers. These are universalism, security and self-direction. These three
values also interact with self-efficacy perceptions.

Cite this article as: Kaya, F.Ş., Türkan,
S. (2019). The effect of the teachers’ value orientation on interpersonel
self-efficacy perceptions. HAYEF: Journal of Education, 16(1); 89-116. 

Keywords

Interpersonel self-efficacy perception, self-efficacy, teachers’ self-efficacy, value, value orientation

References

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Teacher efficacy: Capturing an elusive con­struct. Teaching and Teacher Education, 17, 783-805. Yapıcıkardeşler, E. (2007). Öğretmenlerin değer yönelimleri ile iş tahminleri arasındaki ilişkinin incelenmesi (İstanbul İli, Anadolu Yakası örneği). Yayınlanmamış yüksek lisans tezi. Yeditepe Üniversitesi, İstanbul. Yılmaz, E. (2009). Öğretmenlerin değer tercihlerinin bazı değişkenler açısından incelenmesi. Journal of Values Education, 7(17). Extended Summary This study made an attempt to answer the following questions in order to determine the self-efficacy perceptions of teachers and to determine the effect of teachers’ value orientations on self-efficacy perceptions: What are the interpersonal self-efficacy perceptions of teachers? Does the interpersonal self-efficacy perceptions of teachers differ according to gender, age, marital status, educational status, professional experience and branch? What is the value orientation of teachers? Does the value orientations of teachers differ according to gender, age, marital status, educational status, professional experience and branch? What is the relationship between value orientations of teachers and interpersonal self-efficacy perceptions? What is the effect of teachers’ value orientations on interpersonal self-efficacy perceptions? Are teachers with high and low proficiency perception different according to value orientations? Theoretical Framework Schwartz (1994, 2007), who defines the concept of value as the desired goals that direct people’s lives, was influenced by Rokeach’s work on value. Rokeach has developed the Rokeach value scale (Braithwaite and Scott, 1991; Güngör, 1993). Schwartz, who based his research on Rokeach’s work and developed Rokeach’s instrumental and terminal value, developed the Schwartz Value Theory and the Schwartz Value Scale by working on 10 value types (Schwartz, 1992, 1994). However, the scale of Portrait Values Questionnaire developed by Schwartz and friends (2001) to measure the direction of value is an alternative study to the Schwartz value scale (Demirutku and Sümer, 2010). Demirutku (2007) which adapted the scale of Portrait Values Questionnaire into Turkish and conducted its validity and reliability study. The concept of self-efficacy is a key concept in the center of Bandura’s (1977) Social Cognitive Theory. Self-efficacy is the judgment of a person about their ability to do what they can (Schunk, 2009). However, Brouwers and Tomic (2001), have developed a scale that is specific to the interpersonal field that measures the relationship between teachers and their students, colleagues and administrators. Çapri and Kan (2006) which adapted The Teacher Interpersonal Self-efficacy scale adapted into Turkish and conducted its validity and reliability study. Method This study aims to examine the impact of value orientations on self-efficacy perceptions of teachers in primary and secondary schools. The correlational design was used in the research. The sample of this study consisted of 493 teachers working at the 64 schools in Sarıyer in the 2014-2015 education year. For this study, The Teacher Interpersonal Self-efficacy Scale developed by Brouwers and Tomic (2001) and adapted into Turkish by Çapri and Kan (2006); and Portrait Values Questionnaire developed by Schwartz and friends (2001) and adapted into Turkish by Demirutku (2007); and Personal Data Form developed by the researcher were used. Findings, Conclusion, and Discussion Teachers’ perceptions of self-efficacy perceived from the support of their colleagues have been observed as the highest perceptions of self-efficacy. Teachers’ perceptions of self-efficacy perceived in classroom management have been observed as the lowest self-efficacy perceptions. As the ages and professional experiences of teachers increased, teachers’ perceptions of interpersonal self-efficacy and classroom management self-efficacy increased. Married teachers’ perceptions of interpersonal self-efficacy and classroom management self-efficacy are higher than single teachers. Master’s and doctoral graduate teachers’ interpersonal self-efficacy perception and perceptions of self-efficacy perceived from the support of their colleagues are lower than university graduates teachers. In particular mathematical courses teachers’ perceptions of self-efficacy perceived from the support of their colleagues are lower than the teachers of class, teacher of verbal lessons and teacher of applied lessons. The value orientations of the teachers have been respectively universalism, self-direction, security, benevolence, conformity, hedonism, stimulation, tradition, success and power. Female teachers have been observed to have more importance to the values of hedonism and security than male teachers. Married teachers have been observed to have more compliance and safety values than single teachers. Depending on the age and the professional seniority, teachers have been observed more importance to the value of the compliance. Teachers of mathematical courses have been observed to have more power values than teachers of class and teachers of verbal lessons. Teachers of applied courses have been observed to have more hedonism values than teachers of verbal lessons. As a result of our research, it was seen that there was a positive but weak relationship between hedonism, self-direction, universalism, benevolence, compliance and security values and teachers’ all interpersonal self-efficacy perceptions. In particular, the values of universalism, security and self-direction are effective on the self-efficacy perceptions of teachers’ value orientations. Even though there is no significant difference in the value orientations of the teachers in high and low proficiency perception, it was observed that the value of teachers in both categories is the most importance value is the universalism and the least importance value is the power. As a result, the values of universalism, security and self-direction were influential on teachers’ self-efficacy perceptions of value orientations. This is also first three values of all teachers involved in the study. These three values also interact with self-efficacy perceptions.