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School Climate, Teacher Self-efficacy and Professional Satisfaction: A Study of Relations

Year 2023, Volume: 12 Issue: 2, 404 - 421, 15.04.2023
https://doi.org/10.14686/buefad.1056718

Abstract

School climate, teacher self-efficacy and job satisfaction are important concepts that effect both teachers’ professional development and quality of education. This study aimed to determine teachers' school climate perceptions, own self-efficacy beliefs and professional satisfaction levels, and to examine the relationship of these concepts. It was designed in a correlational survey model. The sample of the study consisted of 397 teachers working in kindergartens, primary, secondary and high schools in a province center in the Central Black Sea region of Turkey, in 2020-2021 academic year. A Personal Information Form, Comprehensive Assessment of School Environment, Teachers’ Sense of Efficacy Scale and Job Satisfaction Questionnaire were used in data collection procedure. In the data analysis both descriptive and procedural statistics were performed. Results revealed that: teachers' school climate perceptions were in a medium level, female teachers' school climate perceptions found to be statistically higher than males’. Training level was a significant predictor of school climate, teacher self-efficacy and job satisfaction. Occupational experience and educational level variables were not significant. A medium, positive and significant relationship found to be between teachers’ school climate perceptions, job satisfaction and teacher self-efficacy. While school climate predicts the variance of teacher self-efficacy belief by 12%, teachers’ job satisfaction by 35%. To the respect of these findings, we recommended that schools should take precautions to increase the organizational climate, and the physical environment of schools should be improved. For further studies, diversifying study groups with students, teachers and administrators and performing similar studies in other cities were recommended.

References

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Öğretmenlerin Okul İklimi Algıları, Öğretmen Öz-yeterliği İnançları ve Mesleki Doyumları Arasındaki İlişkinin İncelenmesi

Year 2023, Volume: 12 Issue: 2, 404 - 421, 15.04.2023
https://doi.org/10.14686/buefad.1056718

Abstract

Okul iklimi, öğretmen özyeterliği ve iş doyumu hem öğretmenlerin mesleki gelişimi hem de eğitim öğretimin kalitesini etkileyen önemli kavramlardır. Bu çalışma, öğretmenlerin okul iklimi algılarını, öz yeterlik inançlarını ve mesleki doyum düzeylerini belirlemeyi ve bu kavramların ilişkisini incelemeyi amaçlamıştır. Bu temel amaç doğrultusunda, çalışma nicel araştırma paradigmasına dayalı ilişkisel tarama modelinde tasarlanmıştır. Araştırmanın örneklemini 2020-2021 eğitim öğretim yılında Türkiye'nin Orta Karadeniz bölgesinde bir ilde anaokulu, ilkokul, ortaokul ve liselerde görev yapan 397 öğretmen oluşturmuştur. Veri toplama sürecinde Demografik Bilgi Formu, Okul İklimi Ölçeği, Öğretmen Öz-Yeterlik Ölçeği ve İş Doyumu Ölçeği kullanılmıştır. Verilerin analizinde tanımlayıcı istatistikler ile yordayıcı istatistikler birlikte kullanılmıştır. Sonuçlar, öğretmenlerin okul iklimi algılarının, öz yeterlik inançlarının ve mesleki doyum düzeylerinin orta düzeyde olduğunu ortaya koymuştur. Öğretmenlerin okul iklimi algıları ile öz-yeterlik inançları arasında zayıf, pozitif ve anlamlı bir ilişki, mesleki doyum arasında ise orta düzeyde, pozitif ve anlamlı bir ilişki bulunmuştur. Okul iklimi öğretmen öz-yeterlik inancının varyansınının %12’sini, mesleki doyumun varyansının %35’ini yordamaktadır. Bu bulgular doğrultusunda, okulların örgüt iklimini artıracak önlemler alması ve okulların fiziki ortamının iyileştirilmesi önerilmektedir. Daha sonraki çalışmalar için örneklemlerin öğrenci, öğretmen ve idarecilerle çeşitlendirilmesi ve benzer çalışmaların diğer illerde ve hatta ülke genelinde yapılması önerilmiştir.

References

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  • Al-Dababneh, K. A., Al-Zboon, E. K., & Ahmad, J. (2019). The creative environment: teachers’ perceptions, self-efficacy, and teaching experience for fostering children’s creativity. Early Child Development and Care, 189(10), 1620-1637.
  • Aldridge, J. M., & Fraser, B. J. (2016). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 19(2), 291-307. doi: 10.1007/s10984-015-9198-x.
  • Ayyıldız, E , Kahraman, E . (2019). Türkiye’de okul öncesi sınıflarının fiziksel özellikleri ve tasarımları üzerine yapılmış çalışmaların incelenmesi. Medeniyet Eğitim Araştırmaları Dergisi, 3 (1) , 47-60.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147.
  • Baykal, İ. (2007). İlköğretim okullarının örgüt ikliminin bazı değişkeler açısından incelenmesi. (Unpublished masters’ thesis), Ege Üniversitesi, İzmir.
  • Bektaş, F., & Nalçacı, A. (2013). Okul iklimi ile öğrenci başarısı arasındaki ilişki. Sosyal Bilimler Dergisi, 4(13), 1-13.
  • Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2017). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87(2), 425-469. doi: 10.3102/0034654316669821.
  • Bogler, R. (2002). Two profiles of schoolteachers: A discriminant analysis of job satisfaction. Teaching and Teacher Education, 18(6), 665-673. doi: 10.1016/S0742-051X(02)00026-4.
  • Büyüköztürk, Ş. (2015). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni. SPSS uygulamaları ve yorum (Gözden geçirilmiş yirmi birinci baskı). Ankara: Pegem Yayıncılık.
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  • Chamundeswari, S. 2. (2013). Job satisfaction and performance of school teachers. International Journal of Academic Research in Business and Social Sciences, 3(5), 420-428.
  • Cohen, J. (2009). Transforming school climate: Educational and psychoanalytic perspectives: Introduction. Schools, 6(1), 99-103. doi: 10.1086/597659.
  • Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180-213.
  • Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189–1204. doi: 10.1037/a0029356.
  • Çapa, Y., Çakıroğlu, J., & Sarıkaya, H. (2005). The development and validation of a Turkish version of teachers’ sense of efficacy scale. Education and Science, 30(137), 74-81.
  • Demirtas, Z. (2010). Teachers’ job satisfaction levels. Procedia-Social and Behavioral Sciences, 9, 1069-1073. doi: 10.1016/j.sbspro.2010.12.287.
  • Dilbaz-Sayın, S. (2017). Okul iklimi ile öğretmen performansı arasındaki ilişkinin incelenmesi (Unpublished doctoral dissertation). Onsekiz Mart Üniversitesi, Çanakkale.
  • Dinham, S., Cairney, T., Craigie, D., & Wilson, S. (1995). School climate and leadership: Research into three secondary schools. Journal of Educational Administration, 33(4), 36-58. doi: 10.1108/09578239510092505.
  • Eaton, M. J., & Dembo, M. H. (1996). Differences in the motivational beliefs of asian american and non-asian students, Journal of Educational Psychology, 3, 433- 440.
  • Edmonds, R. (1979). Effective school for the urban poor, Educational Leadership, 15-24.
  • Erdem, E., & Demirel, Ö. (2007). Teacher self-efficacy belief. Social Behavior and Personality: An International Journal, 35(5), 573-586. doi: 10.2224/sbp.2007.35.5.573.
  • Freiberg, H. J. (Ed.). (1999). School climate: Measuring, improving, and sustaining healthy learning environments. East Sussex, UK: Psychology Press.
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Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Oguzhan Tekın 0000-0002-6825-3309

Early Pub Date March 10, 2023
Publication Date April 15, 2023
Published in Issue Year 2023 Volume: 12 Issue: 2

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APA Tekın, O. (2023). School Climate, Teacher Self-efficacy and Professional Satisfaction: A Study of Relations. Bartın University Journal of Faculty of Education, 12(2), 404-421. https://doi.org/10.14686/buefad.1056718

All the articles published in the journal are open access and distributed under the conditions of CommonsAttribution-NonCommercial 4.0 International License 

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Bartın University Journal of Faculty of Education