Determining self-efficacy levels of the English language teachers for the education of gifted students

Yıl 2022, Cilt: 10 Sayı: 2, 279 - 289, 30.06.2022

İrem Girgin , Gökhan Ilgaz

https://doi.org/10.17478/jegys.1119736

Öz

Gifted student education has been the centre of many studies to this day. Even though there was an amount of studies examining gifted education there was limited amount of studies related to self-efficacy levels of English Language Teachers for gifted students. Therefore the aim of this study is to determine the self-efficiency levels of English Language Teachers towards gifted student education and to examine teachers’ age, pofessional seniority levels and gender variables. This study was carried out with 352 volunteer English Language Teachers (291 women, 61 men) who worked in the 2020-2021 academic year in the Educational Institutions related to the Ministry of National Education in Turkey. As a result, it was found that self-efficiency beliefs of English Language Teachers towards education of gifted students in both sub-dimensions and total scores of the scale were around 80 out of 100. Therefore it was revealed that teachers’ self-efficacy beliefs were high. Also, the results of the analysis showed that self-efficiency beliefs of English Language Teachers towards the education of gifted students increased with the age variable. In addition to these results, it was found that the self-efficacy beliefs of English Language Teachers increased as their teaching Professional seniority levels increased. Lastly, there was no significant difference in the whole scale and its sub-dimensions related to gender variable. In addition to that, literature review of the studies about teachers’ professional seniority and gender variables revealed that, a consensus could not be reached. In order to eliminate this ambiguity, further studies are needed on this subject. On the other hand analysis of the scale revealed that self-efficacy scores of English teachers in subjects such as behavior control, implementation of the Individual Education Program and classroom control were lower than the other items.

Anahtar Kelimeler

Gifted Education, English Language Teaching, Self-efficiency, Teacher self-efficacy for gifted education, Self-efficacy scale for education of gifted students

Kaynakça

• Abu-Tineh, A.M., Khasawneh, S.A. & Khalaileh, H. A. (2011). Teacher self efficacy and classroom management styles in jordanian schools, Management Education, 25(4), 175-181.
• Akarsu, F. (2004). Üstün yetenek kavramı, Türkiye Üstün Yetenekli Çocuklar Kongresi Seçilmiş Makaleler Kitabı, 63(1), 127-168, Çocuk Vakfı Yayınları.
• Bain, S. K., McCallum, R. S., Bell, S. M., Cochran, J. L. ve Sawyer, S. C. (2010). Foreign language learning aptitudes, attitudes, attributions, and achievement of postsecondary students identified as gifted. Journal of Advanced Academics, 22(1), 130-156. Barni, D., Russo, C. & Danioni, F. (2018). Teachers’ values as predictors of classroom management styles: A relative weight analysis, Frontiers Psychology, 9, 1-5.
• Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, (28), 117–148. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman. Brown, H. D. (2007). Principles of language learning, Pearson Longman.
• Baykoç Dönmez, N. (2011). Üstün Yetenekli Çocuklar ve Eğitimleri, Özel Gereksinimli Çocuklar ve Özel Eğitim. Ankara: Eğiten Kitap.
• Caprara, G.V., Barbaranelli, C., Borgogni, L. & Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 95(4), 821-832.
• Caprara, G. V., Barbaranelli, C., Steca, P. & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490. Caprara, G. V., Scabini, E. & Barni, D. (2011). I Valori Nell’Italia Contemporanea, Milano: Franco Angeli.
• Çakıroğlu, E. (2008). The teaching efficacy beliefs of pre-service teachers in the USA and Turkey. Journal of Education for Teaching, 34, 33-44. Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B. & Osher, D. (2020). Implications for educational practice of the science of learning and development,Applied Developmental Science, 24(2), 97-140. Dinçer, S. (2019). Investigation of the Gifted Education Self-Efficacy of Teachers Work with Gidted Students, Journal of Gifted Education and Creativity, 6(3), 167-174.
• Garfinkel, A., Allen, L. Q. ve Neuharth‐Prtichett, S. (1993). Foreign language for the gifted: Extending affective dimensions. Roeper Review, 15(4), 235-238.
• Güneş, A. (2015). Sınıf Öğretmenlerinin Üstün Yetenekliler Eğitimine İlişkin Tutum ve Öz-yeterliklerinin İncelenmesi, Üstün Zekâlılar Eğitimi ve Yayıncılık Dergisi, 2(1),12-16.
• Hu, L. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
• Karasar, N. (2011). Bilimsel Araştırma Yöntemleri. Ankara: Nobel Yayınları.
• Karnes, F. A., Stephens, K. R., Whorton, J. E. (2000). Certification and specialized competencies for teachers in gifted education programs. Roeper Review, 22(3), 201-202.
• Klassen, R. M. & Chiu, M. M. (2010). Effects on Teachers’ Self-Efficacy and Job Satisfaction: Teacher Gender, Years of Experience, and JobStress, Journal of Educational Psychology, 102(3),741-756.
• Kılıç, V. C. (2015). Türkiye’de üstün ve özel yetenekli çocuklara yönelik bir eğitim politikası oluşturulamaması sorunu üzerine bir değerlendirme,21. Yüzyılda Eğitim ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi, 4(12), 145-154. Leedy P.D. & Ormrod J.E. (2010). Practical Research: Planning and Design. 9th edition. Upper Saddle River, NJ: Merrill.
• Lenhard, W. & Lenhard, A. (2016). Computation of Effect Sizes, Psychometrica.
• Milli Eğitim Bakanlığı. (2016). Bilim ve sanat merkezleri yönergesi. Tebliğler Dergisi, (79).
• Odanga, S. J. I., Raburu, P. A. & Aloka, P. J. O. (2015). Influence of Gender on Teachers’ Self-Efficacy in Secondary Schools of Kisumu County.Kenya, Academic Journal of Interdisciplinary Studies, 4(3), 189-198.
• Okan, Z. ve Işpınar, D. (2009). Gifted students perceptions of learning English as a foreign language.Educational Research and Reviews, 4(4), 117-126.
• Oral, E. (2017). Examination of Pre-School Teachers’ Self-Efficacy Beliefs and Self-Efficacy Regarding Gifted Education, Journal for the Education of Gifted Young Scientists, 5(4),49-58.
• Özdamar, K. (2004). Paket Programlar İle İstatistiksel Veri Analizi, Eskişehir: Kaan Kitabevi.
• Piske, F. H. R., Stoltz, T. & Machado, J. (2014). Creative Education for Gifted Children, Creative Education, 5, 347-354.
• Poulou, M. S., Reddy, L. A. & Dudek, C. M. (2018). Relation of teacher self-efficacy and classroom practices: A preliminary investigation.School Psychology International, 40(1), 25-48.
• Renzulli, J. S. & Reis, S. M. (1991). The reform movement and the quiet crisis in gifted education.Gifted Child Quarterly, 35(1), 26-35.
• Reynolds, M.C. & Birch, J. W. (1988). Adaptive Mainstreaming (A Primer for Teachers and Principals), Longman Inc,London.
• Sak, U. (2010). Üstün Zekalılar: Özellikleri, Eğitimleri ve Tanılanmaları. Baskı, Maya. Akademi Yayınevi, Ankara.
• Schumacker, E. R. & Lomax, G. R. (1996). A beginner’s guide to structural equation modeling. Mahwah, NJ: Erlbaum.
• Schwarzer, R. (1992). Self-efficacy: Thought control of action. Washington DC: Hemisphere.
• Schwarzer, R. & Hallum, S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout: Mediation analyses.Applied Psychology:An International Review, 57(1), 152–171.
• Seyhan, B. (2015). Okul öncesi öğretmenlerinin üstün yetenekli çocuklara yönelik algıları ile tutumları arasındaki ilişkinin incelenmesi (Yüksek Lisans Tezi).
• Shaukat, S., Vishnumolakala, V. R. & Bustami, G. A. (2018).The impact of teachers’ characteristics on their self-efficacy and job satisfaction:a perspective from teachers engaging students with disabilities,Journal of Research in Special Educational Needs,19(1), 68-76.
• Stephens, K. R. ve Karnes, F. A. (2000). State definitions for the gifted and talented revisited. Exceptional Children, 66(2), 219-238.
• Sternberg, R. & Wagner, R. (1982). A Revolutionary Look at Intelligence. Gifted Children Newsletter, 3(11).
• Sümer, N. (2000). Yapısal Eşitlik Modelleri: Temel Kavramlar ve Örnek Uygulamalar, Türk Psikoloji Yazıları, 3(6), 49-74.
• Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. American Psychological Association.
• Tschannen-Moran, Hoy, A.W. & Hoy, W.K. (1998). Teacher Efficacy: Its Meaning and Measure, Review of Educational Research, 68(2), 202-248.
• Tschannen-Moran, M. & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805.
• Wolters, C. A., & Daugherty, S. G. (2007). Goal structures and teachers’ sense of efficacy: Their relation and association to teachingexperience and academic level, Journal of Educational Psychology, 99(1),181–193.