In-class social problem solving abilities of classroom teachers: a self-determination theory based study

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2015
Ulaş Marbouti, Jale
The purpose of the current study was to investigate how well perceived teacher autonomy, teacher self-efficacy, and vocational social support predict in-class social problem solving ability of classroom teachers. In order for this investigation, a structural model was constructed based on Self-Determination Theory (SDT) and tested throughout the study. Data were collected via In-Class Social Problem Solving Inventory Scale (ICSPSI), Teacher Autonomy Scale-Turkish Teachers (TAST), Vocational Social Support Scale: Teacher (VSSST), and Turkish Version of Teachers’ Sense of Efficacy Scale (TTSES) from 728 classroom teachers working in state elementary schools located in three main districts of Adana, Turkey. Structural Equation Modeling (SEM) was employed to analyze the data. The results of the study revealed that all of the independent variables, teacher autonomy, teacher self-efficacy, and vocational social support, significantly predicted the in-class social problem solving abilities of classroom teachers. Among all of the independent variables, teacher self-efficacy was found to be the best predictor. Based on the results of the study, it was concluded that the higher the teachers’ perceived autonomy, self-efficacy, and vocational social support received were, the better their performance in solving the problems that they encounter in their classrooms was. The conclusion implicate that educators should take the necessary actions to increase teachers’ perceived autonomy, self-efficacy, and vocational social support received so that the teachers can solve the problems that they encounter in their classrooms more effectively.
Citation Formats
J. Ulaş Marbouti, “In-class social problem solving abilities of classroom teachers: a self-determination theory based study,” Ph.D. - Doctoral Program, Middle East Technical University, 2015.