Investigating predictors of sense of efficacy beliefs of classroom science and mathematics teachers

Date

2012-10-01

Author

GÜR, GÜLBİR
Çakıroğlu, Jale
Çapa Aydın, Yeşim

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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The purpose of this study was to examine the predictors of teachers' sense of efficacy. Data were collected from 383 science, mathematics, and classroom teachers using Teachers' Sense of Efficacy Scale and additional items for assessing predictors including gender, teaching field, years of teaching experience, satisfaction with performance, support from colleagues, support from parents, support from administration, and teaching resources. Data were analyzed by utilizing hierarchical regression analysis. Results showed that satisfaction with performance made significant contribution to the efficacy of instructional strategies, efficacy of classroom management, and efficacy of student engagement, whereas gender, teaching field, and years of teaching experience variables were not significant predictors of any of the dependent variables. Parental support and teaching resources predicted the efficacy of student engagement only.

Subject Keywords

Self-efficacy, Teacher self-efficacy, Sources of self-efficacy

URI

https://hdl.handle.net/11511/55989

Journal

Egitim Ve Bilim-Education And Science

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

G. GÜR, J. Çakıroğlu, and Y. Çapa Aydın, “Investigating predictors of sense of efficacy beliefs of classroom science and mathematics teachers,” Egitim Ve Bilim-Education And Science, pp. 68–76, 2012, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/55989.