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An Investigation into the EFL Teachers’ Self-Efficacy Beliefs and Their Individual Innovativeness Levels

Yıl 2025, Cilt: 9 Sayı: 20, 48 - 69, 30.04.2025

Koray Kaçar , Gülay Er

https://doi.org/10.57135/jier.1644366

Öz

Teacher self-efficacy and individual innovativeness in English language teaching are critical concepts in regard to improving the quality of education and supporting teachers' professional development. Accordingly, this study aims to investigate the relationship between English language teachers’ self-efficacy and individual innovativeness levels and the predictive effect of self-efficacy on individual innovativeness. In addition, it is also examined whether teacher self-efficacy and individual innovativeness variables differ in terms of gender, age, and seniority year, faculty of graduation, educational status, school level worked at, and type of school demographic variables. The research was conducted in accordance with the correlational research model. "Teacher Self-Efficacy Scale" and "Individual Innovativeness Scale" were used as the instruments of gathering the data. The sample of the study consisted of 306 participants, who volunteered to take part in the study and who were working as English teachers in educational institutions in Istanbul. Of the teachers, 199 (65%) were female and 107 (35%) were male. To analyze the data, IBM SPSS Statistics 22 program was used. The findings of the study show that there is a moderate positive relationship between English language teachers' self-efficacy beliefs and individual innovativeness levels. At the same time, English language teachers' self-efficacy beliefs explain 18% of individual innovativeness.

Anahtar Kelimeler

teacher teacher self efficacy individual innovativeness

Etik Beyan

Tüm etik kurallara uyulmuştur. Çalışma Ondokuz Mayıs Üniversitesi Sosyal ve Beşeri Bilimler Araştırmaları Etik Kurulunun 29.09.2023 tarihli ve 2023-758 sayılı kararı ile uygun görülmüştür.

Destekleyen Kurum

Destekleyen kurum yoktur.

Kaynakça

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  • Alibakhshi, G., Nikdel, F., and Labbafi, A. (2020). Exploring the consequences of teachers’ self-ffficacy: A case of teachers of English as a foreign language. Asian-Pacific Journal of Second and Foreign Language Education, 5, 1-19. https://doi.org/10.1186/s40862-020-00102-1
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İngilizce Öğretmenlerinin Özyeterlik İnançları ve Bireysel Yenilikçilik Düzeyleri Üzerine Bir İnceleme

Yıl 2025, Cilt: 9 Sayı: 20, 48 - 69, 30.04.2025

Koray Kaçar , Gülay Er

https://doi.org/10.57135/jier.1644366

Öz

İngilizce öğretimi bağlamında öğretmen öz-yeterliliği ve bireysel yenilikçilik, eğitimde kaliteyi artırmak ve öğretmenlerin mesleki gelişimini desteklemek açısından önemli kavramlardır. Bu doğrultuda bu araştırmada İngilizce öğretmenlerinin öz-yeterlilik ve bireysel yenilikçilik düzeyleri arasındaki ilişkiyi ve öz yeterliliğin bireysel yenilikçilik üzerindeki yordayıcı etkisini incelemek amaçlanmaktadır. Bununla birlikte öğretmen öz yeterliliği ve bireysel yenilikçilik değişkenlerinin cinsiyet, yaş, kıdem, mezun olunan fakülte, eğitim durumu, çalışılan okul seviyesi, okul türü demografik değişkenlerine göre farklılaşıp farklılaşmadığı da incelenmiştir. Araştırmada ilişkisel araştırma modeli tercih edilmiştir. Veri toplama araçları olarak “Öğretmen Öz-yeterliliği Ölçeği” ve “Bireysel Yenilikçilik Ölçeği” kullanılmıştır. Çalışmanın örneklemi araştırmaya gönüllü olarak katılan ve İstanbul’da eğitim kurumlarında İngilizce öğretmeni olarak çalışan 306 katılımcıdan oluşmaktadır. Öğretmenlerin 199’u (%65) kadın ve 107’si erkektir (%35). Verilerin analizinde IBM SPSS Statistics 22 programı kullanılmıştır. Araştırmadan elde edilen bulgular, İngilizce öğretmenlerin öz-yeterlilik inançları ile bireysel yenilikçilik düzeyleri arasında orta düzeyde pozitif bir ilişkinin bulunduğunu göstermektedir. Bununla birlikte, İngilizce öğretmenlerinin öz-yeterlik inançları bireysel yenilikçiliğin %18'ini açıklamaktadır.

Anahtar Kelimeler

öğretmen öğretmen özyeterliliği bireysel yenilikçilik

Kaynakça

  • Aka, F. N. (2014). The relationship between school climate and self efficacy: a teacher perspective. Unpublished master's thesis, Çanakkale Onsekiz Mart University, Çanakkale.
  • Aldridge, J. M., and Fraser, B. J. (2016). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 19, 291-307. https://doi.org/10.1007/s10984-015-9198-x
  • Alibakhshi, G., Nikdel, F., and Labbafi, A. (2020). Exploring the consequences of teachers’ self-ffficacy: A case of teachers of English as a foreign language. Asian-Pacific Journal of Second and Foreign Language Education, 5, 1-19. https://doi.org/10.1186/s40862-020-00102-1
  • Alzubi, Z.H. (2013). Classroom management problems among teacher students training at Hashemite University. European Journal of Business and Social Sciences, 2(3), 140-149.
  • Ashton, P. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35(5), 28-32.
  • Aslan, S. (2019). English language teachers' professional sense of self-efficacy. Unpublished master's thesis, Fırat University, Elazığ.
  • Atalay-Altaş, M. (2021). Investigation on critical thinking tendencies and individual innovativeness levels of English teachers. Unpublished master's thesis, Pamukkale University, Denizli.
  • Atlı, Y. (2019). Examining the relationship between individual innovativeness and tendency for technology use of primary school teachers.Unpublished master's thesis, Uşak University, Uşak.
  • Aygüneş, A. (2023). Examining the relationship between physical education teachers' teacher efficacy and problem solving skill. Unpublished master's thesis, Sakarya University of Applied Sciences, Sakarya.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
  • Bandura, A. (1982). Self-Efficacy mechanism in human agency. American Psychologist, 32(2), 122–147.
  • Barni, D., Danioni, F., & Benevene, P. (2019). Teachers’ self-efficacy: The role of personal values and motivations for teaching. Frontiers in Psychology, 10,1-7.
  • Bausch, S., Michel, A., and Sonntag, K. (2014). How gender influences the effect of age on self-efficacy and training success. International Journal of Training and Development, 18, 171-187.
  • Beaudoin, M. N., and Taylor, M. (2004). Creating a positive school culture: How principals and teachers can solve problems together. Thousand Oaks: Corwin Press.
  • Berkant, H. G. (2017). Investigation of prospective teachers’ perceived teacher self- efficacies Educational Reflections, 1(2), 1-17.
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  • Kocasaraç, H. (2021). Evaluation of Innovativeness' Status of Teachers. International Journal of Progressive Education, 17(4), 79-98. https://doi.org/10.29329/ijpe.2021.366.6
  • Kostev, E. and Stoycheva, B. (2024). Antecedents of individual innovativeness: Exploring gender, age and job nature. International Conference on Electronics, Engineering Physics, and Earth Science AIP Conf. Proc. 3063, 070008-1–070008-11; https://doi.org/10.1063/5.0195921
  • Koşum, E. (2023). The relationship between teacher leadership and individual innovation: The case of Kahramanmaraş. Unpublished master's thesis, Kahramanmaraş Sütçü İmam University, Kahramanmaraş.
  • Köstekçi, E. (2023). Exploring the relationship between principal instructional leadership, teacher reflection, and teacher self-efficacy. Unpublished Master’s thesis, Karabük University, Karabük.
  • Lap T. Q, Lien, N. T. H., and Thao, L. T. (2022). EFL teachers’ self-efficacy and classroom management: Perceptions, practices and reflections on professional learning and development. European Journal of English Language Studies, 2(1), 1-15. https://doi.org/10.12973/ejels.2.1.1
  • Li, S. (2023). The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: a mediation model. Frontiers in Psychology, 14, 1-13. https://doi.org/10.3389/fpsyg.2023.1185079
  • Li, X. and Chang, Y. C. (2023). A Study on the development of creativity of teachers in Shaanxi universities in China in the context of demographic variables. Educational Research and Reviews, 18(3), 23-34.
  • Memiş, A. (2021). The relationship between styles of managing teachers' conflicts with their colleagues and teacher self-efficacy. Unpublished master's thesis, Bahçeşehir University, İstanbul.
  • Moè, A., Pazzaglia, F., and Ronconi, L. (2010). When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching. Teaching and Teacher Education, 26(5), 1145-1153.
  • Mottet, T. P., Beebe, S. A., Raffeld, P. C., and Medlock, A. L. (2004). The effects of student verbal and nonverbal responsiveness on teacher self‐efficacy and job satisfaction. Communication Education, 53(2), 150-163. https://doi.org/10.1080/03634520410001682410
  • Oğuz Özcanlı Ş. and Bada, E. (2022). Anadili İngilizce olmayan İngilizceyi yabancı dil olarak okutan İngilizce öğretmenlerinin öz yeterlik algıları. Hakkari Eğitim Fakültesi Dergisi (HEFDER), 1(1), 19-43.
  • Öqvist, A., and Malmström, M. (2018). What motivates students? A study on the effects of teacher leadership and students’ self-efficacy. International Journal of Leadership in Education, 21(2), 155-175. https://doi.org/10.1080/13603124.2017.1355480
  • Raoofi, S., Tan, B. H., and Chan, S. H. (2012). Seif-efficacy in second/foreign language learning contexts. English Language Teaching, 5(11), 60-72. doi:10.5539/elt.v5n11p60
  • Rashidi, N. and Moghadam, M. (2014). The effect of teachers' beliefs and sense of self-efficacy on Iranian EFL learners' satisfaction and academic achievement. Tesl-Ej, 18(2), 1-23.
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  • Ryan, A.M., Kuusinen, C. M. and Beyoga-Sakoog, A. (2015). Managing peer relations: A dimension of teacher self-efficacy that varies between elementary and middle school teachers and is associated with observed classroom quality. Contemporary Educational Psychology, 41, 147-156.
  • Schunk, D. H., and Usher, E. L. (2011). Assessing self-efficacy for self-regulated learning. In B. J. Zimmerman and D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 282–297). Routledge/Taylor and Francis Group.
  • Shahzad, K., and Naureen, S. (2017). Impact of teacher self-efficacy on secondary school students' academic achievement. Journal of Education and Educational Development, 4(1), 48-72.
  • Shermukhammadov, B. (2022). Creativity of a teacher in an innovative educational environment. Journal of Higher Education Theory and Practice, 22(12), 126-133.
  • Smith, J. C. (2019). The road to burnout: Dispositional and situational factors affecting teacher self-efficacy, job-related stress, and occupational burnout. Proceeding of The National Conference on Undergraduate Research (NCUR) 2019, 505-515.
  • Soodak, L. C. and Podell, D. M. (1997). Efficacy and experience: perceptions of efficacy among preservice and practicing teachers. Journal of Research and Development in Education, 30, 214-221.
  • Stratton, S. J. (2021). Population research: Convenience sampling strategies. Prehospital and Disaster Medicine, 36(4), 373-374.
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  • Su, J., Guo, K., Chen, X., and Chu, S. K. W. (2023). Teaching artificial intelligence in K–12 classrooms: a scoping review. Interactive Learning Environments, 1, 1-20. https://doi.org/10.1080/10494820.2023.2212706
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  • Tampi, F., Binilang, B., Rawis, J. A., and Londa, T. K. (2019). Relationship between innovation, trust, and job satisfaction with kindergarten teacher performance in Manado City. International Journal of Advanced Educational Research, 4(5), 79-85.
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  • Wyatt, M. (2018 ) Language Teachers’ Self-efficacy Beliefs: A Review of the Literature (2005-2016), Australian Journal of Teacher Education, Vol 43, 4, April 2018, 92-120.
  • Wyatt, M.(2021). Research Into Second Language Learners’ and Teachers’ Self-Efficacy Beliefs: Making the Connections, TESOL QUARTERLY, Vol. 55/1, March 2021,296-307.
  • Xiyun, S., Fathi, J., Shirbagi, N., and Mohammaddokht, F. (2022). A structural model of teacher self-efficacy, emotion regulation, and psychological wellbeing among English teachers. Frontiers in Psychology, 13, 1-11. https://doi.org/10.3389/fpsyg.2022.904151
  • Yenice, N., and Tunç, G. A. (2019). An investigation of pre-service teachers’ lifelong learning tendencies and their individual innovativeness levels. Kastamonu Education Journal, 27(2), 753-765.
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  • Yılmaz, M., Köseoğlu, P., Gerçek, C. and Soran, H. (2004). Adaptation of a teacher self-ffficacy scale to Turkish. Hacettepe University Journal of Education, 27, 260–267.
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  • Yost, D. S. (2006). Reflection and self-efficacy: Enhancing the retention of qualified teachers from a teacher education perspective. Teacher Education Quarterly, 33(4), 59-76. Zainal, M. A., and Mohd Matore, M. E. E. (2021). The influence of teachers’ self-efficacy and school leaders’ transformational leadership practices on teachers’ innovative behavior. International Journal of Environmental Research and Public Health, 18(12), Article 6423. https://doi.org/10.3390/ijerph18126423
Toplam 99 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi, Alan Eğitimleri (Diğer)
Bölüm Eğitim Bilimleri
Yazarlar

Koray Kaçar 0000-0002-0258-0016

Gülay Er 0000-0002-9813-4394

Yayımlanma Tarihi 30 Nisan 2025
Gönderilme Tarihi 27 Şubat 2025
Kabul Tarihi 1 Nisan 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 9 Sayı: 20

Kaynak Göster

APA Kaçar, K., & Er, G. (2025). An Investigation into the EFL Teachers’ Self-Efficacy Beliefs and Their Individual Innovativeness Levels. Disiplinlerarası Eğitim Araştırmaları Dergisi, 9(20), 48-69. https://doi.org/10.57135/jier.1644366
 Kapak Resmi İndir

The Aim of The Journal

The Journal of Interdisciplinary Educational Researches (JIER) published by the Interdisciplinary Educational and Research Association (JIER)A) is an internationally eminent journal.

JIER, a nonprofit, nonprofit NGO, is concerned with improving the education system within the context of its corporate objectives and social responsibility policies. JIER, has the potential to solve educational problems and has a strong gratification for the contributions of qualified scientific researchers.

JIER has the purpose of serving the construction of an education system that can win the knowledge and skills that each individual should have firstly in our country and then in the world. In addition, JIER serves to disseminate the academic work that contributes to the professional development of teachers and academicians, offering concrete solutions to the problems of all levels of education, from preschool education to higher education.

JIER has the priority to contribute to more qualified school practices. Creating and managing content within this context will help to advance towards the goal of being a "focus magazine" and "magazine school", and will also form the basis for a holistic view of educational issues. It also acts as an intermediary in the production of common mind for sustainable development and education