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Hizmet Öncesi ve İçi İngilizce Öğretmenlerinin Özyeterlik Algıları ve Öğretmeye Yönelik Endişeleri

Pre- and In-service EFL Teachers’ Sense of Efficacy and Teaching Concerns

Journal Name:

  • Journal of Language Education and Research

Publication Year:

  • 2015

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Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
This study examined pre- and in-service English as a foreign Language (EFL) teachers’ sense of efficacy and teaching concerns and also the relationships within and between their concern and efficacy subscale scores. Two instruments, the Teachers’ Sense of Efficacy Scale (TSES) and the Teaching Concerns Checklist (TCC), were used. First, while in-service EFL teachers were found to be more self-efficacious, pre-service EFL teachers were observed to have higher concern levels. Second, both pre- and in-service EFL teachers’ sense of efficacy and teaching concern scores indicated a positively strong relationship within both concern and efficacy subscale scores. This relationship suggests that an increase or a decrease in one efficacy or concern subdimension affects the other efficacy or teaching concern subdimensions. Third, between TCC and TSES subscale scores, a negatively moderate correlation was observed for both groups of teachers, which suggests that high confidence in one’s ability to teach is negatively correlated with teaching concerns.
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Abstract (Original Language): 
Bu çalışma hizmet öncesi ve hizmet içi İngilizce öğretmenlerinin özyeterlik algılarını, öğretmeye yönelik endişelerini ve endişe ve özyeterlik ölçeklerinin alt boyutlarından elde edilen bulguların kendi içlerinde ve birbirleriyle olan ilişkilerini incelemiştir. Bu amaçla, Öğretmen Özyeterlik Ölçeği ve Öğretmeye Yönelik Endişeler Ölçeği kullanılmıştır. Öncelikle, hizmet içi İngilizce öğretmenlerinin özyeterlik algısı daha yüksek gözlenirken, hizmet öncesi İngilizce öğretmenlerinin ise endişe düzeyi daha yüksek olarak izlenmiştir. Ayrıca, hem hizmet öncesi hem de hizmet içi İngilizce öğretmenlerinden elde edilen özyeterlik ve endişe ölçeklerinin alt boyutlarında gözlenen bulgular kendi içinde karşılaştırıldığında olumlu yönde güçlü bir ilişki ortaya koymaktadır. Diğer bir deyişle, özyeterlik alt boyutlarından birinde gözlenecek bir artış başka bir alt boyutta da artışa neden olabilecektir. Son olarak, bu alt boyutlardan elde edilen bulgular endişe ve özyeterlik olarak birbirleriyle karşılaştırıldığında ise olumsuz yönde dengeli bir ilişki gözlenmiştir. Bu da öğretmenin özyeterlik algısının yüksek olmasının endişe düzeyinin düşük olmasını beraberinde getireceği şeklinde yorumlanabilir.
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