European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.154262
Volume 2│Issue 5│2016
ANALYZING THE RELATIONSHIP BETWEEN
TEACHERS’ SELF-EFFICACY PERCEPTIONS AND THEIR
PROFESSIONAL COMMITMENT LEVELSi
İshak Kozikoğluii
Research Assistant, Dr., Y(z(nc( Yıl University,
Faculty of Education, Van, Turkey
Abstract:
The aim of this study is to determine teachers’ self-efficacy perceptions and professional
commitment levels; to examine the relationship between their self-efficacy perceptions
and professional commitment levels and to determine whether their self-efficacy
perceptions and professional commitment levels change according to various variables.
This study was conducted with 349 teachers working at the districts of Van province.
As data collection tools, "Teachers’ Self-efficacy Scale" consisting of 32 items and
developed by Senemoğlu
of
, and "Teachers’ Professional Commitment Scale" consisting
items and developed by Kozikoğlu
were used in this study. In data
analysis; descriptive statistics, t-test, ANOVA and Pearson Product Moment Correlation
Coefficient was used. “s a result of the study, teachers’ self-efficacy perceptions and
professional commitment levels were found as high. It was found that teachers’ selfefficacy perceptions and professional commitment don’t change significantly according
to gender and branch. Furthermore; a positive, moderate level and significant
relationship was found between teachers’ self-efficacy perceptions and professional
commitment. This shows that as teachers’ self-efficacy perceptions increase, so does
their professional commitment.
Keywords: self-efficacy, professional commitment, teachers, relationship
This research was presented as oral presentation at th International Conference on Curriculum and
Instruction in “ntalya between the dates -30 October 2016
i
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
14
İshak Kozikoğlu ANALYZING THE RELATIONSHIP BETWEEN TEACHERS’ SELF-EFFICACY PERCEPTIONS AND
THEIR PROFESSIONAL COMMITMENT LEVELS
Introduction
Rapid changes and developments taking place in today's age of information and
technology make redefinition of every concept, case and happening involved in
individual and universal life. The role of schools and teachers in creating desired order
of society makes their presence meaningful and gets teacher the most important
element in the concept of school. Changes and innovations occurring in the information
world lead to differentiation in teacher competences that they should have (Mustan,
2002). Therefore, teachers are required to have certain qualifications that the age
requires. In addition, teachers' beliefs and perceptions about having these qualifications
have an important place. This refers to the importance of "self-efficacy" concept.
Self-efficacy
The concept of self-efficacy is based on Social Cognitive Theory developed by
Bandura (Pajares & Schunck, 2002) and is one of the basic concepts of social cognitive
theory that Bandura considers to be effective on behavior Senemoğlu,
, p.
. In
this theory, the individual is perceived as a product of their social environment and
social system and is considered the creator of this system. The most important feature
that gives the human being this power is individual's beliefs about his/her competencies
and these beliefs are discussed in the concept of self-efficacy Senemoğlu, Demirel,
Yağcı, & Üst(ndağ,
9).
People contribute to the psychological situation through personal mechanisms.
The most effective of these mechanisms is one’s self-efficacy beliefs. Perceived selfefficacy is individual's beliefs concerning his/her organizing and managing capacity of
the activities that are necessary to overcome possible situations (Bandura, 1997, p.2). In
the most general sense, the level of an individual’s thinking that there is sufficient
capacity to carry out a task is expressed as his/her self-efficacy. This belief is shaped as a
result of detailed analysis and evaluation of their capacity made by individuals. If the
individual thinks that, his/her capacity is enough for the event or situation, the
individual takes action. Individual’s belief in his/her capacity is his/her self-efficacy and
it is an important motivating source Senemoğlu et al, 2009). Self-efficacy beliefs
influence individual’s the way of thinking, feeling, motivating himself/herself and how
to react (Bandura, 1997, p.2).
Individuals’ beliefs about their self-efficacy can be improved by four major
sources of influence. The most effective way of creating a strong sense of self-efficacy is
individual's own experiences gained by themselves. While success supports selfEuropean Journal of Education Studies - Volume 2 │ Issue 5│ 2016
15
İshak Kozikoğlu ANALYZING THE RELATIONSHIP BETWEEN TEACHERS’ SELF-EFFICACY PERCEPTIONS AND
THEIR PROFESSIONAL COMMITMENT LEVELS
efficacy, failure undermines it. The second effective way to strengthen the self-efficacy
beliefs are social life models acquired indirectly. In this case, similarity of the individual
to the person modeled is important. The stronger the similarity, the more powerful selfefficacy beliefs become whether to be able to accomplish or not. Verbal persuasion is
another source of influence that strengthens the self-efficacy. Verbally persuading and
supporting an individual concerning achieving a job strengthens the self-efficacy. The
final source of influence is psychological and emotional state. While positive mood
supports self-efficacy, desperate mood undermines it (Bandura, 1997).
The self-efficacy concerning the teachers is their beliefs that they have the
necessary skills and abilities to help students learn. The feeling of having sufficient
knowledge and skills to achieve the desired success has a significant impact on teachers'
self-efficacy perceptions (Bogler & Somech, 2004). The level of teachers’ beliefs
concerning self-efficacy and effectiveness has an important role in determining their
actions in the classroom (Michel, 2013). Self-efficacy beliefs are associated with teachers’
effectiveness in teaching-learning process and students' achievements, attitudes and
self-efficacy beliefs as a consequence. Therefore, teacher’s self-efficacy beliefs should be
at high level in order to manage the teaching-learning process effectively Senemoğlu et
al, 2009).
In short, self-efficacy is called as "perceived self-efficacy" technically. In other
words, it is an individual’s beliefs about oneself concerning the level to be successful in
coping with the difficulties he/she faces Senemoğlu,
, p.
. Teachers’ self-
efficacy levels are important in this process. In addition, there was found a strong
correlation between teachers' self-efficacy perceptions and their passion towards
profession, showing resistance to the difficulties, behaviors, and professional
commitment levels (Tschannen-Moran & Woolfolk-Hoy, 2001).
Professional Commitment of Teachers
Teaching is not just a profession to make a living, but also a social service. In this
sense, a teacher must be committed to his/her profession. Professional commitment is
the feeling of one's dedication to the profession (Shukla, 2014).
Professional commitment is considered to be an important factor on how
individuals in the profession perform. In other words, it is known that an individual’s
effort and energy showing for the profession is associated with the professional
commitment. In this sense, professional commitment is directly related to the efforts,
dedication, and time spent in the profession. In addition, professional commitment of
the teachers is seen as an important variable on student achievement (Turhan, Demirli,
European Journal of Education Studies - Volume 2 │ Issue 5│ 2016
16
İshak Kozikoğlu ANALYZING THE RELATIONSHIP BETWEEN TEACHERS’ SELF-EFFICACY PERCEPTIONS AND
THEIR PROFESSIONAL COMMITMENT LEVELS
& Nazik, 2012). Professionally committed teachers put so much effort not only for the
success of students, but also for their own professional development (Shukla, 2014).
It is known that committed teachers have various features. For example; valuing
of the profession and spending extra time with the students (Butucha, 2013), feeling
psychological commitment to the profession Coladarcı,
, giving importance to
student development and their personal development (Shukla, 2014), seeing the
profession as an important part of life (Bogler & Somech, 2004), fulfilling their
professional responsibilities and following current developments (Fox, 1964) are listed
among the features owned by committed teachers.
Commitment emerges as a requirement for achieving the objectives that should
be carried out in educational institutions. Considering the individual differences in
students, students at risk, the need of qualified education that the labor force demands
from educational institutions and schools, overcoming all of them does not seem
possible without high level committed teachers (Abd Razak, Darmawan, & Keeves,
2009). In this case, it is seen that high level committed teachers are needed for the
training of skilled manpower required by age.
The Aim and Importance of the Study
The aim of this study is to determine teachers’ self-efficacy perceptions and
professional commitment levels; to examine the relationship between their self-efficacy
perceptions and professional commitment levels and to determine whether their selfefficacy perceptions and professional commitment levels change according to gender
and branch. Concerning this general purpose, the following questions were answered in
this research:
1. What is the level of teachers' self-efficacy perceptions?
2. What is the level of teachers' professional commitment?
3. Do teachers' self-efficacy perceptions and professional commitment levels show a
significant difference according to;
a. gender
b. branch
4. Is there a significant correlation between teachers' self-efficacy perceptions and
professional commitment levels?
Teachers' professional commitment is closely associated with self-efficacy
Coladarcı,
Tschannen-Moran & Woolfolk-Hoy,
. Teachers’ self-efficacy
perceptions affect their performance, commitment and their situation whether might
remain in the profession or not (Darling-Hammond, 2003). For example, teachers
European Journal of Education Studies - Volume 2 │ Issue 5│ 2016
17
İshak Kozikoğlu ANALYZING THE RELATIONSHIP BETWEEN TEACHERS’ SELF-EFFICACY PERCEPTIONS AND
THEIR PROFESSIONAL COMMITMENT LEVELS
having a high sense of self-efficacy are more likely to plan appropriate activities, help
students who are experiencing difficulties, make efforts to find appropriate teaching
materials. Consequently, the teacher will perform better in the profession and
commitment will increase. In addition, teachers having a high sense of self-efficacy may
cope with the challenges that face easier, and they will put more effort in the profession
and take more responsibility for success or failure. Teachers with low level of selfefficacy often attribute success or failure to other factors (Ware & Kitsantas, 2010). In
this case, it is considered to be a significant relationship between teachers’ self-efficacy
perceptions and their professional commitment.
Method
Research Model
This research is in correlational descriptive model. In correlational descriptive
models, it is aimed to determine the presence and degree of change between two or
more variables (Karasar, 2013, p.81). Therefore, this model is considered to correspond
to the purpose of this research.
Population and Sample
The population of the study constitutes teachers working at primary, secondary
and high schools in İpekyolu, Tuşba and Edremit districts of Van province, in the
academic year 2015-2016. As it is impossible to reach the entire universe in terms of
time and facilities, it was preferred to take sample from the study population using the
stratified sampling method. In stratified sampling method, the population is divided
into layers and the number of individuals is determined based on the ratio of each layer
in the entire population (Kaptan, 1998, p.122).
In this research, the schools in the study population were listed according to the
school districts based on experts' opinions and was divided into three sub-groups such
as low, moderate and upper according to socio-economic development level. From each
sub-group (layer), the number of schools was determined based on the ratio of each
layer in the entire population and this study was conducted with 349 teachers working
in these schools.
The distribution of the teachers in the sample according to demographic
variables is presented in Table 1:
European Journal of Education Studies - Volume 2 │ Issue 5│ 2016
18
İshak Kozikoğlu ANALYZING THE RELATIONSHIP BETWEEN TEACHERS’ SELF-EFFICACY PERCEPTIONS AND
THEIR PROFESSIONAL COMMITMENT LEVELS
Table 1: The distribution of the teachers in the sample according to demographic variables
Demographic variable
Category
Gender
Female
208
59.6
Male
141
40.4
Mathematics
53
15.2
Religion
63
18.1
English
53
15.2
Science fields
40
11.5
Social sciences
65
18.6
Special ability fields
38
10.9
Vocational courses
37
10.6
Branch
Number (N)
Percentage (%)
According to data in Table 1; 208 teachers are female, 141 teachers are male. And,
the participants are teachers in various branches.
Data Collection Tools
In this research, as data collection tools, two scales were used that are "Teachers’
Self-Efficacy Scale" and "Teachers’ Professional Commitment Scale".
Teachers’ Self-efficacy Scale: "Teachers’ Self-efficacy Scale" consisting of 32 items and
developed by Senemoğlu
was used in order to determine teachers' self-efficacy
perceptions. Cronbach Alpha reliability coefficient of one-dimensional scale was
calculated as .
. In this study, the scale’s Cronbach “lpha reliability coefficient was
also found as 0.95. This shows that the scale is a valid and reliable measurement tool.
Teachers’ Professional Commitment Scale: "Teachers’ Professional Commitment Scale"
consisting of
items and developed by Kozikoğlu
was used in order to
determine teachers' professional commitment levels. The scale consists of three subdimensions that are professional adherence, commitment to students and devotion.
Cronbach Alpha reliability coefficient of the total scale was calculated as 0.90; and was
calculated as 0.92, 0.86 and 0.70 for the sub-dimensions respectively. In this study, the
scale’s Cronbach “lpha reliability coefficient was also found as .
. This shows that the
scale is a valid and reliable measurement tool.
Data analysis
Research data collected in this study were analyzed by using SPSS 18.0 statistic
program. Mean and standard deviation values were used in order to determine
teachers’ self-efficacy perceptions and professional commitment levels. These values
were interpreted as "1-1.79" very low, "1.80-2.59" low, "2.60-3.39" medium, "3.40-4.19"
high, "4.20-5.00" very high. Pearson Product Moment Correlation Coefficient was used
in order to determine the relationship between teachers’ self-efficacy perceptions and
European Journal of Education Studies - Volume 2 │ Issue 5│ 2016
19
İshak Kozikoğlu ANALYZING THE RELATIONSHIP BETWEEN TEACHERS’ SELF-EFFICACY PERCEPTIONS AND
THEIR PROFESSIONAL COMMITMENT LEVELS
professional commitment levels. The t-test was used in order to determine whether
teachers’ self-efficacy perceptions and professional commitment levels varied
significantly according to gender “NOV“ was used to determine whether teachers’
self-efficacy perceptions and professional commitment levels varied significantly
according to branch. In analysis of data, significance level is accepted as .05.
Results
Results Concerning First and Second Sub-Problem
The mean and standard deviation values calculated based on teachers’ answers
concerning first and second sub-problems that are "What is the level of teachers' selfefficacy perceptions?" and "What is the level of teachers' professional commitment?" are
presented in Table 2:
Table 2: Descriptive Statistics Concerning Teachers’ Self-efficacy and Professional Commitment
Scale
X
Ss
Self-efficacy
3.82
0.56
Professional commitment (Total)
4.19
0.49
Professional adherence
4.17
0.74
Commitment to students
4.28
0.47
Devotion
4.05
0.59
“ccording to findings in Table , it is seen that teachers’ self-efficacy perceptions
are at high level ( X =3.82). Moreover, teachers’ professional commitment was found at
high level in both total scale ( X =4.19) and sub-dimensions of the scale.
Results Concerning Third Sub-Problem
The third sub-problem of the scale was determined as Do teachers' self-efficacy
perceptions and professional commitment levels show a significant difference according to gender
and branch? The t-test results concerning whether teachers’ self-efficacy perceptions
and professional commitment levels varied significantly according to gender were
presented in Table 3:
European Journal of Education Studies - Volume 2 │ Issue 5│ 2016
20
İshak Kozikoğlu ANALYZING THE RELATIONSHIP BETWEEN TEACHERS’ SELF-EFFICACY PERCEPTIONS AND
THEIR PROFESSIONAL COMMITMENT LEVELS
Table 3: The T-Test Results of Teachers’ Self-Efficacy Perceptions and Professional Commitment
Levels According to Gender
Variable
Gender
N
Self-efficacy
Female
208
Male
Commitment
S
sd
t
p
3.79
0.56
347
-1.393
.164
141
3.88
0.57
Female
208
4.20
0.34
347
0.493
.622
Male
141
4.18
0.39
X
p< .05
According to Table 3 findings, teachers' self-efficacy (t (347) = -1.393, p> .05) and
professional commitment level (t (347) = 0.493, p> .05) do not show a significant
difference by gender. In other words, teachers' self-efficacy and professional
commitment levels do not change significantly depending on gender. These findings
show that gender is not an effective variable on teachers’’ self-efficacy and professional
commitment. In addition, “NOV“ results concerning whether teachers’ self-efficacy
perceptions and professional commitment levels varied significantly according to
branch were presented in Table 4:
Table 4: “NOV“ Results of Teachers’ Self-Efficacy Perceptions and Professional Commitment
Levels According to Branch
Descriptive Statistics
Dependent
Branch
ANOVA Results
N
X
Ss
variable
Self-efficacy
Source of
Mean
variation
square
Mathematics
53
3.77
.61
Between
Religion
63
3.75
.56
groups
English
53
3.83
.53
Science fields
40
3.77
Social sciences
65
Special ability
38
fields
sd
Sum of
F
p
0.705
.646
1.954
.072
squares
1.343
6
.224
Within
108.623
342
.318
.50
groups
109.966
348
3.87
.52
Total
3.91
.68
37
3.92
.55
Mathematics
53
4.16
.52
Between
2.726
6
.454
Religion
63
4.24
.42
groups
English
53
4.23
.46
Within
79.529
342
.233
Science fields
40
4.11
.46
groups
82.256
348
Social sciences
65
4.14
.55
Total
Special ability
38
4.09
.48
fields
37
4.40
.45
Vocational
courses
Commitment
Vocational
courses
p< .05
European Journal of Education Studies - Volume 2 │ Issue 5│ 2016
21
İshak Kozikoğlu ANALYZING THE RELATIONSHIP BETWEEN TEACHERS’ SELF-EFFICACY PERCEPTIONS AND
THEIR PROFESSIONAL COMMITMENT LEVELS
According to Table 4 findings, teachers' self-efficacy (F (6, 342)= 0.705, p> .05) and
professional commitment level (F (6, 342)= 1.954, p> .05) do not show a significant
difference according to branch. In other words, self-efficacy and professional
commitment of the teachers do not change significantly according to branch.
Results Concerning Fourth Sub-Problem
Pearson Product Moment Correlation Coefficients obtained from the scores of
"Teachers’ Self-Efficacy Scale (SES)" and "Teachers’ Professional Commitment Scale PCS "
concerning the fourth sub-problem "Is there a significant correlation between teachers' selfefficacy perceptions and professional commitment levels?" are presented in Table 5:
Table 5: Pearson Product Moment Correlation Coefficients Concerning SES and PCS Scores
Dimensions
Self-efficacy
Commitment
Professional
Commitment to
(total)
adherence
students
.386**
.236**
.417**
Devotion
.314**
p<.01**
As seen in Table 4, a positive, moderate level and significant relationship was
found between teachers’ self-efficacy perceptions and professional commitment (r =.386,
p<.01), and its sub-dimensions that are commitment to students (r =.417, p<.01) and
devotion (r=.314, p<.01); and a positive, low level and significant relationship was found
between teachers’ self-efficacy perceptions and sub-dimension of professional
adherence (r=.236, p<.01).
Conclusion, Discussion and Suggestions
In this research, teachers’ self-efficacy perceptions were found as high. This
finding supports the findings of similar studies in the literature (Benzer, 2011; Eker,
2014; Ekici, 2006; Gömleksiz & Serhatlıoğlu,
Özder, 2011; Tunç-Y(ksel,
Yılmaz,
Karacaoğlu,
Korkut,
. Teachers’ self-efficacy perceptions have
an important place in teachers’ fulfilling their profession successfully Kurt,
. It
was found a positive relationship between teachers' self-efficacy beliefs and student
achievement in some studies conducted on abroad (Bandura, 1993; Goddard, 2001). In
addition, teachers' self-efficacy is known to be an important predictor of teacher
behaviors (Gibson & Dembo, 1984). In this case, having a high level of self-efficacy for
teacher can be assessed as positive in terms of both qualified teacher behaviors and
ensuring student success.
European Journal of Education Studies - Volume 2 │ Issue 5│ 2016
22
İshak Kozikoğlu ANALYZING THE RELATIONSHIP BETWEEN TEACHERS’ SELF-EFFICACY PERCEPTIONS AND
THEIR PROFESSIONAL COMMITMENT LEVELS
Teachers’ professional commitment levels were found as high. This finding
supports the findings of many similar studies in the literature “rtun,
”abaoğlan
& Ertürk, 2013; Butucha, 2013; Celep, Bülbül, & Tunç, 2000; Celep et al, 2004; Çelik,
Ekinci,
Narman,
Ewing & Smith,
Zöğ,
Kozikoğlu,
Kızıl,
Michel,
. In this case, it can be said that teachers are committed to the
profession at a sufficient level. It is known that teachers with high level professional
commitment allow time and put much effort for the quality of profession and student
achievement (Glickman et al, 2005; Cited: Barbara & Grady, 2007). In this case, it can be
said that teachers put effort in order to practice their profession in a more effective way
and be more helpful for the students. It is possible to say that teachers’ being excited
and passionate about their profession as most of the teachers (61%) surveyed are new in
the profession (1- years’ experience has an impact on this result.
It was found that teachers' self-efficacy perceptions do not change significantly
depending on gender. Unlike this research, some studies in the literature (Korkut, 2009;
Korkut & ”abaoğlan,
5zata, 2007) revealed that male teachers have higher self-
efficacy than female teachers. But, many studies in the literature (Aksoy, 2011; Benzer,
Gömleksiz & Serhatlıoğlu,
G(r,
Koparan, 5zt(rk, & Korkmaz,
Milner & Woolfolk-Hoy, 2003; Özerkan, 2007; Tunç-Y(ksel,
Üst(ner, Demirtaş,
Cömert, & Özer, 2009) reached similar findings to this study. In this case, it can be said
that gender is not an effective variable on teachers’ self-efficacy. In other words, male
and female teachers have similar views regarding self-efficacy perceptions. In addition,
it was found that teachers' self-efficacy perceptions do not change significantly
depending on branch. Several studies in the literature (Aksoy, 2011; Gür, 2008;
Karacaoğlu,
Üst(ner, Demirtaş, Cömert, & 5zer,
reached similar findings.
In this case, it can be said that branch is not an effective variable on teachers’ selfefficacy.
It was found that teachers' professional commitment levels do not change
significantly depending on gender. This finding supports the findings of similar studies
in the literature (Arjunan & Balamurugan, 2013; Çelik, 2011; Turhan, Demirli, & Nazik,
Zöğ,
. However, in some studies in the literature “rtun,
Coladarci,
1992; Ekinci, 2012) it was found that female teachers are more committed compared to
male teachers; while in one study (Butucha, 2013) it was found that male teachers are
more committed to the profession emotionally compared to females. Hence, it is seen
that there are different results in the studies; it can be said that the results of these
studies are due to differences in sample groups of the studies. According to the results
of this study, it can be said that gender is not an effective variable on teachers’
professional commitment; male and female teachers have similar levels of professional
European Journal of Education Studies - Volume 2 │ Issue 5│ 2016
23
İshak Kozikoğlu ANALYZING THE RELATIONSHIP BETWEEN TEACHERS’ SELF-EFFICACY PERCEPTIONS AND
THEIR PROFESSIONAL COMMITMENT LEVELS
commitment. In addition, it was found that teachers' professional commitment levels do
not change significantly depending on branch. Similarly, in “rtun’s
study, it was
found that teachers’ organizational commitment levels do not change significantly
depending on branch. In this case, it can be said that teachers’ professional commitment
do not change significantly according to branch and branch is not an effective variable
on teachers’ professional commitment.
Furthermore; a positive, moderate level and significant relationship was found
between teachers’ self-efficacy perceptions and professional commitment. Similarly, in
Shukla's (2014) study, a positive, low level and significant relationship was found
between teachers’ self-efficacy perceptions and professional commitment in Coladarci’s
(1992) study, it was found that teachers who have high level of general and personal
self-efficacy have higher level of professional commitment. “lso, in Ware & Kitsantas’s
study which aimed to determine to what level teachers’ general and personal
self-efficacy explain their professional commitment, it was found that 18% variance in
teachers’ professional commitment can be explained by teachers' personal and general
efficacy. In fact, the literature highlights that teachers’ self-efficacy and professional
commitment are closely related (Tschannen-Moran & Woolfolk-Hoy, 2001) and
teachers’ self-efficacy affects their professional commitment (Darling-Hammond, 2003).
When these findings are considered together, it is seen that there is a positive
correlation between teachers' self-efficacy and professional commitment. In this case, it
can be said that as teachers’ self-efficacy perceptions increase, so does their professional
commitment.
In this study the relationship between teachers' self-efficacy and professional
commitment was analyzed; in further studies, the factors that can affect teachers’
professional commitment can be analyzed or a regression analysis can be made
including predictor variables of professional commitment.
References
1. Aksoy, R. (2011). Orta Öğretim Öğretmenlerinin Öğretmen ÖzYeterlik ve
Yapılandırmacı Öğrenme Ortamı D(zenleme Becerilerine Yönelik Algıları: Manisa İli
Örneği Yayımlanmamış Y(ksek Lisans Tezi . Muğla Muğla Üniversitesi, Eğitim
Bilimleri Bölümü.
2. Arjunan, M., & Balamurugan, M. (2013). Professional commitment of teachers
working in tribal area schools. International Journal of Current Research and
Development, 2(1), 65-74.
European Journal of Education Studies - Volume 2 │ Issue 5│ 2016
24
İshak Kozikoğlu ANALYZING THE RELATIONSHIP BETWEEN TEACHERS’ SELF-EFFICACY PERCEPTIONS AND
THEIR PROFESSIONAL COMMITMENT LEVELS
3. Artun, B. (2008). Anadolu lisesi öğretmenlerinin örg(tsel adanmışlık d(zeylerinin
örg(tsel değişmeye ilişkin tutumlarına etkisi Yayımlanmamış y(ksek lisans tezi).
İstanbul Yeditepe Üniversitesi, Sosyal ”ilimler Enstit(s(.
4. ”abaoğlan, E., ve Ert(rk, E.
. 5ğretmenlerin örg(tsel adalet algısı ile
örg(tsel adanmışlıkları arasındaki ilişki. Hacettepe Üniversitesi Eğitim Fak(ltesi
Dergisi, 28(2), 87-101.
5. Bandura, A. (1993). Perceived self-efficacy in cognitive development and
functioning. Educational Psychologist, 28 (2), 117–148.
6. Bandura, A. (1997). Self-efficacy in Changing Societies. New York: Cambridge
University Press.
7. Barbara, B. L., & Grady, M. L . (2007). From First-Year to First-Rate: Principals
Guiding Beginner Teachers (3.baskı . USA: Corwin Press.
8. Benzer, F. (2011). İlköğretim
ve Ortaöğretim
Kurumlarında Görev
Yapan
Öğretmenlerin Öz Yeterlik Algılarının Analizi Yayımlanmamış Y(ksek Lisans Tezi .
Konya Selçuk Üniversitesi, Eğitim ”ilimleri Enstit(s(.
9. Bogler, R., & Somech, “.
. Influence of teacher empowerment on teachers’
organizational commitment, professional commitment and organizational
citizenship behavior in schools. Teaching and Teacher Education, 20, 277–289.
10. ”utucha, K. G.
. Teachers’ perceived commitment as measured by age,
gender and school type. Greener Journal of Educational Research, 3 (8), 363-372.
11. Celep, C., ”(lb(l, T., ve Tunç, ”.
. “day öğretmenlerin örg(tsel adanma
durumları. Trakya Üniversitesi Sosyal Bilimler Dergisi, 1(1).
12. Celep, C., Doyuran, Ş., Sarıdede, U., ve Değirmenci, T.
. Eğitim
örg(tlerinde çok boyutlu iş etiği ve örg(tsel adanmışlık. XIII. Ulusal Eğitim
Bilimleri Kurultayı, İnön( Üniversitesi, Eğitim Fak(ltesi, Malatya.
13. Coladarci, T.
. Teachers’ sense of efficacy and commitment to teaching.
Journal of Experimental Education, 60(4), 323-337.
14. Çelik, S. (2011).
Ortaöğretim kurumlarında çalışan öğretmenlerin örg(tsel
adanmışlıkları ile öğretmenlere yönelik yıldırma davranışları arasındaki ilişki Y(ksek
lisans tezi). İstanbul Yıldız Teknik Üniversitesi, Sosyal ”ilimler Enstit(s(.
15. Darling-Hammond, L. (2003). Keeping good teachers: Why it matters what
leaders can do. Educational Leadership (60), 6–13.
16. Eker, C.
. Sınıf öğretmenlerinin öz-yeterlilik inanç düzeyleri üzerine bir
araştırma. Uşak Üniversitesi Sosyal Bilimler Dergisi, 7(1), 162-178.
17. Ekici,
G.
(2006).
Meslek
lisesi
öğretmenlerinin
öğretmen
inançları(zerine bir araştırma. Eğitim “raştırmaları Dergisi,
European Journal of Education Studies - Volume 2 │ Issue 5│ 2016
öz-yeterlik
-96.
25
İshak Kozikoğlu ANALYZING THE RELATIONSHIP BETWEEN TEACHERS’ SELF-EFFICACY PERCEPTIONS AND
THEIR PROFESSIONAL COMMITMENT LEVELS
18. Ekinci Ö. (2012). Ortaöğretim okulu öğretmenlerinin yıldırma davranışları ile örg(tsel
adanmışlıkları arasındaki ilişki Y(ksek lisans tezi). Konya: Necmettin Erbakan
Üniversitesi, Eğitim ”ilimleri Enstit(s(.
19. Ewing, R. A., & Smith, D. L. (2003). Retaining quality beginning teachers in the
profession. English Teaching: Practice and Critique, 2 (1), 15-32.
20. Fox, R. ”.
. The committed teacher. Educational Leadership.
21. Gibson, S., & Dembo, M. (1984). Teacher efficacy: A consruct validation. Journal of
Educational Psychology, 76(4), 569–582.
22. Goddard, R. D. (2001). Collective efficacy: A neglected construct in the study of
the schools and student achievement. Journal of Educational Psychology, 93(3), 467–
476.
23. Gömleksiz, M. N., ve Serhatlıoğlu, ”.
. Okul öncesi öğretmenlerinin öz-
yeterlik inançlarına ilişkin gör(şleri. Electronic Turkish Studies, 8(7).
24. Gür, G. (2008). A Study on the Predictors of Teachers’ Sense of Efficacy Beliefs
Yayınlanmamış Y(ksek Lisans Tezi . Ankara: Middle East Technical University.
25. Kaptan, S. (1998). Bilimsel Araştırma ve İstatistik Teknikleri. Tekışık Web Ofset
Tesisleri, Ankara.
26. Karacaoğlu, 5. C.
. 5ğretmenlerin yeterlilik algıları. Y(z(nc( Yıl
Üniversitesi Eğitim Fak(ltesi Dergisi, 5 (1), 70-97.
27. Karasar, N. (2013). Bilimsel Araştırma Yöntemi
5. Baskı . Ankara: Nobel
Yayıncılık.
28. Kızıl Ş.
. Öğretmenlerin duygusal zekâları ile örg(tsel adanmışlıkları arasındaki
ilişki: Balıkesir ili örneği Y(ksek lisans tezi . İstanbul Okan Üniversitesi Sosyal
Bilimler Enstitüsü.
29. Koparan, Ş., 5zt(rk, F., ve Korkmaz, N. H.
. ”eden eğitimi öğretmenlerinin
öz-yeterlik ve beden eğitimi öğretmeni yeterliliğinin incelenmesi. Y(z(nc( Yıl
Üniversitesi Eğitim Fak(ltesi Dergisi Özel Sayısı, 52-61.
30. Korkut, K. (2009). Sınıf Öğretmenlerinin Öz Yeterlik İnançları İle Sınıf Yönetimi
Beceri Algıları Arasındaki İlişki
Yayımlanmamış Y(ksek Lisans Tezi . Burdur:
Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü.
31. Korkut, K., ve ”abaoğlan, E.
. Sınıf öğretmenlerinin öz yeterlik
inançları. Uluslararası Yönetim İktisat ve İşletme Dergisi, 8(16), 269-281.
32. Kozikoğlu, İ.
. Öğretimin İlk Yılı: Mesleğin İlk Yılındaki Öğretmenlerin
Karşılaştıkları G(çl(kler, Hizmet Öncesi Eğitim Yeterlikleri ve Mesleğe Adanmışlıkları
Yayınlanmamış Doktora Tezi . Van Y(z(nc( Yıl Üniversitesi, Eğitim ”ilimleri
Enstitüsü.
European Journal of Education Studies - Volume 2 │ Issue 5│ 2016
26
İshak Kozikoğlu ANALYZING THE RELATIONSHIP BETWEEN TEACHERS’ SELF-EFFICACY PERCEPTIONS AND
THEIR PROFESSIONAL COMMITMENT LEVELS
33. Kurt, T.
. 5ğretmenlerin öz yeterlik ve kolektif yeterlik algıları. Journal of
Turkish Educational Sciences, 10(2).
34. Michel, H. A. (2013). The First Five Years: Novice Teacher Beliefs, Experiences, and
Commitment to the Profession Yayınlanmış Doktora Tezi . San Diego: University of
California.
35. Milner H. R., & Woolfolk-Hoy A. (2003). Teacher self efficacy retaining talented
teachers: A case study of an African American teacher. Teaching and Teacher
Education, 19, 203-276.
36. Mustan, T.
. D(nyada ve T(rkiye’de öğretmen yetiştirmede yeni
yaklaşımlar. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 8(1), 115-127.
37. Narman A. (2012). Öğretmenlerin örg(tsel g(venleri ile örg(tsel adanmışlıkları
arasındaki ilişkilerin incelenmesi
Ümraniye ilçesi örneği . İstanbul
Yeditepe
Üniversitesi Sosyal Bilimler Enstitüsü.
38. Özata,
H. (2007).
Öğretmenlerin Öz-Yeterlik Algılarının ve Örg(tsel
Yenileşmeye İlişkin Gör(şlerinin Araştırılması (Yüksek Lisans Tezi). Kocaeli
Üniversitesi: Sosyal Bilimler Enstitüsü.
39. Özder, H. (2011). Self-efficacy beliefs of novice teachers and their performance in
the classroom. Australian Journal of Teacher Education, 36 (5), 1-15.
40. Özerkan, E. (2007). Öğretmenlerin Öz-Yeterlik Algıları ile Öğrencilerin Sosyal Bilgiler
Benlik Kavramları Arasındaki İlişki Yayımlanmamış y(ksek lisans tezi . Edirne:
Trakya Üniversitesi.
41. Pajares, F., & Schunk, D. H. (2002). Self and self-belief in psychology and
education:A historical perspective. Joshua Aronson (Ed.), Improving Academic
Achievement: Impact of Psychologial Factors on Education içinde (s. 5-25). New York:
Academic Press.
42. Senemoğlu, N., Demirel, M., Yağcı, E., ve Üst(ndağ, T.
. Elementary school
teachers’ self-efficacy beliefs: A Turkish case.. Humanity & Social Sciences Journal.
4 (2), 164-171.
43. Senemoğlu, N.
. Gelişim, Öğrenme ve Öğretim: Kuramdan Uygulamaya
.baskı . “nkara Yargı Yayınevi.
44. Shukla, S. (2014). Teaching competency, professional commitment and job
satisfaction-a study of primary school teachers. Journal of Research & Method in
Education, 4 (3), 44-64.
45. Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teaching efficacy: Capturing
an elusive construct. Teaching and Teacher Education, 17, 783-805.
European Journal of Education Studies - Volume 2 │ Issue 5│ 2016
27
İshak Kozikoğlu ANALYZING THE RELATIONSHIP BETWEEN TEACHERS’ SELF-EFFICACY PERCEPTIONS AND
THEIR PROFESSIONAL COMMITMENT LEVELS
46. Tunç-Yüksel, B. (2010). Teacher Efficacy Beliefs of Turkish Efl Teachers: A Study with
Turkish Efl Teachers Working at State Primary Schools (Unpublished Master Thesis).
Eskişehir “nadolu University, Institute of Educational Sciences.
47. Turhan, M., Demirli, C., ve Nazik, G.
. Sınıf öğretmenlerinin mesleğe
adanmışlık d(zeyine etki eden faktörler
Elazığ örneği. İstanbul Ticaret
Üniversitesi Sosyal Bilimler Dergisi, 11 (21), 179-192.
48. Üst(ner, M., Demirtaş H., Cömert M. ve 5zer N.
. Ortaöğretim
öğretmenlerinin öz-yeterlik algıları. Mehmet Akif Ersoy Üniversitesi Eğitim
Fakültesi Dergisi, 9 (17), 1- 16.
49. Ware, H., & Kitsantas, A. (2010). Teacher and collective efficacy beliefs as
predictors of professional commitment. The Journal of Educational Research, 100
(5), 303-310, doi: 10.3200/JOER.100.5.303-31.
50. Yılmaz, E.
. The Relationship Between Novice and Experienced Teachers’ Self-
Efficacy for Classroom Management And Students’ Perceptions of Their Teachers’
Classroom Management (Yüksek Lisans Tezi). Ankara: Bilkent Üniversitesi Sosyal
Bilimler Enstitüsü.
51. Zöğ, H.
öğretmenlerinin
. İstanbul ili Kâğıthane ilçesinde görev yapan ilköğretim okulu
örg(tsel
adanmışlıkları
ile
iş
doyumları
arasındaki
ilişki
Yayımlanmamış y(ksek lisans tezi . İstanbul Yıldız Teknik Üniversitesi, Sosyal
Bilimler Enstitüsü.
Creative Commons licensing terms
Author(s) will retain the copyright of their published articles agreeing that a Creative Commons Attribution 4.0 International License (CC BY 4.0) terms
will be applied to their work. Under the terms of this license, no permission is required from the author(s) or publisher for members of the community
to copy, distribute, transmit or adapt the article content, providing a proper, prominent and unambiguous attribution to the authors in a manner that
makes clear that the materials are being reused under permission of a Creative Commons License. Views, opinions and conclusions expressed in this
research article are views, opinions and conclusions of the author(s). Open Access Publishing Group and European Journal of Education Studies shall
not be responsible or answerable for any loss, damage or liability caused in relation to/arising out of conflicts of interest, copyright violations and
inappropriate or inaccurate use of any kind content related or integrated into the research work. All the published works are meeting the Open Access
Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes
under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
European Journal of Education Studies - Volume 2 │ Issue 5│ 2016
28