Examination of the Self-Efficacy Beliefs of Prospective Chemistry Teachers in Terms of Different Variables (the Sample of Dokuz Eylul University).
Year: 2012
Type: article
Study design: Observational Study
Abstract: This research was conducted to adapt the chemistry self efficacy belief (CSEB) scale using Confirmatory Factor Analysis (CFI) and to examine pre service teachers' CSEB in terms of some demographic features. This descriptive study was carried out Dokuz Eylul University in 2008-2010 academic years. Firstly, for validity and reliability, the scale was administered to 123 prospective chemistry teachers. In order to determine CSEB according to some variables which are gender, class level, type of high school, and giving lecture, the scale was implemented 116 prospective chemistry teachers. LISREL 8,71 and SPSS statistical programs were utilized to analyze the collected data. It was confirmed whether CSEB scale has two factors or not by calculating fit indexes. Independent and ANOVA t-tests were used to outline if there was a significant difference between self efficacies of prospective teachers according to gender, class level, type of high school and giving lecture. The results of confirmatory factor analysis showed that fit indexes values were found high and verified structure of the scale with two factors. According to the results of second research question, there was no significant difference between gender and class levels, but there was a significant difference between type of high school in favor of Anatolian teacher high school.Key WordsSelf-efficacy, Confirmatory Factor Analysis, Prospective Teacher, Demographic Features.Self-efficacy belief is of paramount importance in the transfer of the information and skills that prospective teachers acquire during their prospective education to the students (Brooker & Service, 1999; Turley, 1999). In the literature, self-efficacy belief is defined as the self-confidence of an individual for having the skill necessary to fulfill the requested behavior, the continuity in a given task and efforts that are exerted (Kinzie, Delcourt, & Powers, 1994; Senemoglu, 2002). According to Bandura (1977) who conducted significant studies on self-efficacy belief, this concept assumes that environmental and personal factors are mutually interactive and deterministic in enabling an individual to perform a certain behavior and to obtain the desired result. As beliefs, expectations and targets of the individuals determine their behaviors, results of these behaviors also shape their personality characteristics. Even though self-efficacy belief and the outcome expectancy are completely different structures, according to Bandura (1997, p. 79), individuals with a high self-efficacy belief can obtain the results that they desire and thus, the outcome expectancies are shaped accordingly. It is presumed that people with high outcome expectancies and self-efficacy belief levels behave more decisively and confidently. In their study concerning the teacher efficiency and self-efficacy, Gibson and Dembo (1984) determined that there was a linear relationship between the self-efficacy belief and teacher efficiency in the teachers and beliefs of the teachers in their skills became a factor resulting in the individual differences in terms of efficient teaching.According to Bandura (1986), self-efficacy beliefs which lead to individual differences are influenced by mastery experiences, vicarious experiences, verbal persuasion and stress reduction. Studies conducted so far showed that the most influential factor on the self-efficacy belief was mastery experiences (Akkoyunlu & Orhan, 2003; Bandura, 1986; Cantrell, Young, & Moore, 2003; Ginns & Waters, 1999). Self-efficacy belief of an individual whose mastery experiences were diverse is stronger and thus, his/ her motivation and success levels are higher. According to Brand and Wilkins (2007), self efficacy beliefs often improve with an increasing number of years of experience. So, they found that mastery experiences were the most influential in prospective teachers' teaching self-efficacy beliefs. Besides, observing the experiences of other people can also contribute to the development of self-efficacy belief. …
Authors: Nalan Akkuzu, Hüsameddin Akçay
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W296677111