Challenges and fundamental skills for primary school teachers: Developing self-efficacy beliefs scale

Year 2021, , 274 - 296, 31.10.2021

İsmail Sarikaya , Yavuz Sökmen

https://doi.org/10.19128/turje.896092

Cited By: 2

Abstract

The study aims to shed light on the strengths of the primary school teaching profession and the fundamental skills that a primary school teacher (PST) should have while also taking into account the views of the PSTs. However, based on the data collected, the objective is to develop a self-efficacy belief scale (SEBS) for PSTs and teacher candidates. The first stage was carried out with 80 PSTs with at least five years of professional experience. 763 PSTs and PST candidates participated in second stage of the study. A SEBS was developed for PSTs and teacher candidates in light of the obtained data. Descriptive analysis and content analysis were used for qualitative data. The categories of being a teacher in village school, administration-colleague and parent-related problems, student self-care, pedagogical qualifications, and personal and professional development were attained concerning the challenges and fundamental skills for PSTs. Scale development steps were followed second stage of the study. The SEBS containing three sub-dimensions and 19 items is assumed to be helpful and valid and reliable metrics.

Keywords

Primary school teachers, Scale development, Self-efficacy belief, Teaching profession

Sınıf öğretmenleri için zorluklar ve temel beceriler: Öz-yeterlik inanç ölçeğinin geliştirilmesi

Abstract

Bu çalışmanın amacı sınıf öğretmenliği mesleğinin güç yönlerini ve bir sınıf öğretmeninde bulunması gereken temel becerileri, sınıf öğretmenlerinin görüşleri doğrultusunda açığa çıkarmaktır. Bununla birlikte elde edilen verilerden hareketle sınıf öğretmenleri ve öğretmen adayları için öz-yeterlik inanç ölçeğinin geliştirilmesi amaçlanmaktadır. Çalışmada nitel yöntemler ve nicel yöntemler birlikte kullanılmıştır. Çalışma iki aşamada gerçekleştirilmiştir. İlk aşama az beş yıllık mesleki deneyime sahip 80 sınıf öğretmeni ile birlikte yürütülmüştür. Çalışmanın ikinci aşamasına ise toplam 763 sınıf öğretmeni ve sınıf öğretmeni adayı katılmıştır. Elde edilen verilerle sınıf öğretmeni ve öğretmen adayları için öz-yeterlik inanç ölçeği geliştirilmiştir. Nitel verilerin analizinde betimsel ve içerik analizinden yararlanılmıştır. Sınıf öğretmenleri için zorluklar ve temel becerilerle ilişkili olarak köy okulunda öğretmen olmak, yönetim-meslektaş ve veli kaynaklı problemler, öğrenci öz-bakımı, pedagojik beceriler ile kişisel ve mesleki gelişim kategorilerine ulaşılmıştır. Çalışmanın ikinci aşamasında ise ölçek geliştirme adımları izlenmiştir. Üç alt boyuttan ve 19 maddeden oluşan öz-yeterlik ölçeğinin kullanışlı olduğu ve geçerli ve güvenilir ölçümler sunacağı düşünülmektedir.

Keywords

Öğretmenlik mesleği, Ölçek geliştirme, Öz-yeterlik inancı, Sınıf öğretmenleri

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