Research on teacher self-efficacy in Turkey: 2000-2017

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dc.authorid0000-0002-6313-6955en_US
dc.contributor.authorCansoy, Ramazan
dc.contributor.authorPoltcan, Mahmut
dc.contributor.authorParlar, Hanifi
dc.date.accessioned2021-04-14T11:52:41Z
dc.date.available2021-04-14T11:52:41Z
dc.date.issued2018en_US
dc.departmentFakülteler, İnsan ve Toplum Bilimleri Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description.abstractIn this study, 48 empirical studies on teacher self-efficacy published between 2000-2017 were reviewed in terms of certain basic characteristics, and the research trends were revealed in this area. According to the results obtained in the review, teacher self-efficacy studies in the Turkish context showed an increase in the course of time. Teacher self-efficacy in a specific area was observed to be frequently examined within the context of teaching a subject or using technology in education. This increase in the number of studies did not reflect much on the diversity of the research methods employed, and the studies were often conducted by using quantitative methods. Elementary and middle schools were mostly chosen as the research context. Furthermore, the amount of research on three self-efficacy areas (i.e. collective teacher efficacy, teacher self-efficacy sources, and teachers’ general self-efficacy) were considerably limited. Moreover, none of the studies examined the relationship between teacher self-efficacy and collective teacher efficacy and student achievement. Common findings of the studies showed that teacher self-efficacy was a strong predictor or a mediator variable. In this sense, researchers are suggested to study how self-efficacy can be developed experimental and longitudinal works and to conduct studies to reveal insights about collective efficacy in schools, teachers’ general self-efficacy, and the outcomes of these efficacy characteristics.en_US
dc.identifier.endpage145en_US
dc.identifier.issue4en_US
dc.identifier.startpage133en_US
dc.identifier.urihttps://hdl.handle.net/11467/4850
dc.identifier.volume8en_US
dc.language.isoenen_US
dc.publisherSciedu Pressen_US
dc.relation.ispartofWorld Journal of Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectTeacheren_US
dc.subjectSelf-Efficacy Researchen_US
dc.subjectSystematic Reviewen_US
dc.titleResearch on teacher self-efficacy in Turkey: 2000-2017en_US
dc.typeArticleen_US

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