An Analysis of Self-efficacy Perceptions of Physical Education and Sport Teacher Candidates and Other Teacher Candidates on Teaching Profession
Tugce Ozer, Duygu H. Demirel
APA 6th edition
Ozer, T., & Demirel, D.H. (2017). An Analysis of Self-efficacy Perceptions of Physical Education and Sport Teacher Candidates and Other Teacher Candidates on Teaching Profession. European Journal of Educational Research, 6(3), 313 - 319. doi:10.12973/eu-jer.6.3.313
Ozer T., and Demirel D.H. 2017 'An Analysis of Self-efficacy Perceptions of Physical Education and Sport Teacher Candidates and Other Teacher Candidates on Teaching Profession', European Journal of Educational Research , vol. 6, no. 3, pp. 313 - 319. Available from: http://dx.doi.org/10.12973/eu-jer.6.3.313
Chicago 16th edition
Ozer, Tugce and Demirel, Duygu H. . "An Analysis of Self-efficacy Perceptions of Physical Education and Sport Teacher Candidates and Other Teacher Candidates on Teaching Profession". (2017)European Journal of Educational Research 6, no. 3(2017): 313 - 319. doi:10.12973/eu-jer.6.3.313
Aim of this research is to identify the self-efficacy perception levels of teacher candidates studying at department of Physical Education and Sport and other teaching departments towards teaching profession, to present whether these the self-efficacy perceptions differ or not depending on independent variables acquired from the personal information of the candidates. It is important that Physical Education teacher candidates have high levels of self-efficacy perception on teaching profession. A total of 904 teacher candidates 175 of whom are studying at department of Physical Education and Sport participated into the research voluntarily. “The Self-efficacy Perception Scale of Teacher Candidates towards Themselves” is used in the research. It is seen that Physical Education teacher candidates have higher levels of self-efficacy perception than other teacher candidates and that self-efficacy perceptions on teaching profession differ depending on gender variable. Also, it is found out that the correlation coefficient between scores obtained in the scale is meaningful both for Physical Education teacher candidates and other teacher candidates.
Keywords: Physical education, teacher candidates, teaching profession, self-efficacy, different variables.
Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86–95.
Armor, D., Conroy-Oseguera, P., Cox, M., King, N., McDonnell, L., Pascal, A., Pauly, E., & Zellman, G. (1976). Analysis of the school preferred reading programs in selected Los Angeles minority schools, REPORT NO. R-2007- LAUSD. Santa Monica, CA: Rand Corporation (ERIC Document Reproduction Service No. 130 243).
Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.
Baloglu, N. (2001). Etkili sinif yonetimi [Effective classroom management]. Ankara: Baran Ofset.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.
Bandura, A. ( 1986). Social foundations of thought and action: A SD. cia1 cognitive themy. Englewood Cliffs, NJ: Prentice-Hall, Inc.
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior, 4, pp. 71-81. New York: Academic Press.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bursalioglu, Z. (2002). Okul yonetiminde yeni yapi ve davranis [New structure and behavior in school management]. Ankara: Pegem A Yayincilik.
Dinther, M.,Dochy, F.& Segers, M. (2011). Factors affecting students’ self-efficacy in higher education. Educational Research Review (6), 95–108.
Guskey, T.R., & Passaro, P.D. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31, 627-643.
Hoover-Dempsey, K.V., Bassler, O.C., & Brissie, J.S. (1987). Parent involvement: Contributions of teacher efficacy, school socioeconomic status, and other school characteristics. American Educational Research Journal, 24, 417-435.
Hoy, W.K., & Woolfolk, A.E. (1993). Teachers’ sense of efficacy and the organizational health of schools. The Elementary School Journal, 93, 355-372.
Kanfer, R., & Zeiss, A. M. (1983). Depression, interpersonal standard setting, and judgements of self-efficacy. Journal of Abnormal Psychology, 92, 319-329
Kavanagh, D. J. (1992). Self-efficacy and depression. In Self-efficacy: Thought Control of Action, R. Schwarzer, (Ed). pp. 177-193. Washington: Hemisphere.
Knoblauch, D. and Woolfolk Hoy A. (2008). “Maybe I can teach those kids.” The influence of contextual factors on student teachers’ efficacy beliefs. Teaching and Teacher Education, 24(1), 166-179.
Koc, C. (2015). Ogretmenlik uygulamasinin sinif ogretmeni adaylarinin oz yeterlik kaynaklarina etkisi [The effect of teaching practice on the self-efficacy resources of classroom teacher candidates]. International Periodical for the Languages, Literature and History of Turkish, 10(1), 1037-1060.
Moore, W., & Esselman, M. (1992). Teacher efficacy, power, school climate and achievement: A desegregating district’s experience. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
Moran, M. T., Hoy, W.H. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education 17, pp 783–805.
Ross, J. A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian Journal of Education, 17(1), 51–65.
Senemoglu, N. (2009). Gelisim ogrenme ve ogretim (14. baski) [Development, learning and teaching (14. Press)]. Ankara: Pegem Yayincilik.
Shashaani, L. (1993). Gender-based differences in attitudes toward computers. Computers & Education, 20(2), 169–181.
Shell, D. F., Murphy, C. C., & Bruning, R. H. (1989). Self-efficacy and outcome expectancy mechanisms in reading and writing achievement. Journal of Educational Psychology, 81, 91–100.
Sisman, M. (2004). Ogretmenlige Giris (7. Baski) [Introduction to Teacher Education (7.Press)]. Ankara: Pegem A Yayincilik.
Ugurlu, C. T. ve Polat, S. (2011). Sinif Ogretmenligi ogrencilerinin ogretmenlik meslegine iliskin tutumlari [Attitudes of primary school teachers to teaching profession]. Cumhuriyet Universitesi Sosyal Bilimler Dergisi, 35(1), 68-74.
Vrugt, A. (1995). Perceived self-efficacy: Theoretisch kader en toepassingen [Perceived self-efficacy: Theoretical framework and applications]. In Mentale belasting in het werk, M. J. Schabracq, J. A. M. Winnubst, J. Perreijn, (Eds.), pp. 219-234. Utrecht: Lemma.
Woolfolk Hoy, A., Hoy, W. K., Davis, H. A. (2009). Teachers’ self-efficacy beliefs. Kathryn R. Wentzel & Allan Wigfield (Eds.), Handbook of motivation at school. Newyork: Routledge.
Yavuz, S. ve Coskun, A. S. (2008). Sinif ogretmenligi ogrencilerinin egitimde teknoloji Kullanimina iliskin tutum ve dusunceleri [Attitudes and thoughts on the use of technology in education by classroom teacher students]. Hacettepe Universitesi Egitim Fakultesi Dergisi, 34, 274-286.
Zimmerman, B.J. (2000). Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology 25, 82–91, doi:10.1006/ceps.1999.1016, available online at http://www.idealibrary.com on