Investigating the relationship between teachers' sense of efficacy and perceived openness to change at primary and secondary level public schools

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2010
Yılmaz, Derya
The purpose of this study was to explore the relationship between teachers’ sense of efficacy in student engagement, instructional strategies, and classroom management and perceived openness to change in schools as regards willingness of the teachers to embrace change and teachers’ perception related to principal’s openness to change, and teachers’ willingness to respond to community pressure for change. The research was designed as a correlational study and participants of the study consisted of 552 teachers working at primary and secondary level public schools selected from the four school districts in Ankara. Cluster sampling approach was used in selecting the overall sample of the study. In order to measure teachers’ sense of efficacy and their perceived openness to change in schools, Turkish adaptation of Teachers’ Sense of Efficacy Scale (TSES) and newly adapted The Faculty Change Orientation Scale (FCOS) were utilized in the research as data gathering instruments, as well as the administration of a demographic survey. For the data analysis, both descriptive and inferential statistics techniques (Canonical Correlation Analysis) were used in the study. Exploratory Factor Analysis was also performed for Faculty Change Orientation Scale and Teachers’ Sense of Efficacy Scale to ensure construct validity of the instruments. The results of the analyses in the study indicated that there is a low relationship between teachers’ sense of efficacy in student engagement, instructional strategies, and classroom management and perceived openness to change in schools as regards teachers’ willingness for change, teachers’ perception about principal’s openness to change and teachers’ willingness to respond community pressure for change.