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

Yıl 2023, Cilt: 12 Sayı: 2, 404 - 421, 15.04.2023

Oguzhan Tekın

https://doi.org/10.14686/buefad.1056718
Cited By: 1

Öz

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.

Anahtar Kelimeler

school climate teacher self-efficacy professional satisfaction

Kaynakça

  • Acarbay, F. Y. (2006). Kapsamlı okul iklimini değerlendirme ölçeğinin (öğrenci formu) Türkçe dilsel eşdeğerlik güvenirlik ve geçerlik çalışması. (Unpublished masters’ thesis), Yeditepe Üniversitesi, İstanbul.
  • Acosta, E. S. (2002). The relationship between school climate, academic self-concept, and academic achievement. (Unpublished doctoral dissertation), Arizona State University, Arizona, USA.
  • 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.
  • Cerit, Y. (2009). The effects of servant leadership behaviours of school principals on teachers’ job satisfaction. Educational Management Administration & Leadership, 37(5), 600-623. doi: 10.1177/1741143209339650.
  • 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.
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Öğretmenlerin Okul İklimi Algıları, Öğretmen Öz-yeterliği İnançları ve Mesleki Doyumları Arasındaki İlişkinin İncelenmesi

Yıl 2023, Cilt: 12 Sayı: 2, 404 - 421, 15.04.2023

Oguzhan Tekın

https://doi.org/10.14686/buefad.1056718
Cited By: 1

Öz

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.

Anahtar Kelimeler

okul iklimi öğretmen öz-yeterliği mesleki doyum

Kaynakça

  • Acarbay, F. Y. (2006). Kapsamlı okul iklimini değerlendirme ölçeğinin (öğrenci formu) Türkçe dilsel eşdeğerlik güvenirlik ve geçerlik çalışması. (Unpublished masters’ thesis), Yeditepe Üniversitesi, İstanbul.
  • Acosta, E. S. (2002). The relationship between school climate, academic self-concept, and academic achievement. (Unpublished doctoral dissertation), Arizona State University, Arizona, USA.
  • 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.
  • Cerit, Y. (2009). The effects of servant leadership behaviours of school principals on teachers’ job satisfaction. Educational Management Administration & Leadership, 37(5), 600-623. doi: 10.1177/1741143209339650.
  • 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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  • Pong, S. L., & Zeiser, K. L. (2012). Student engagement, school climate, and academic achievement of immigrants’ children. American Psychological Association, 209-232. doi: 10.1037/13094-009.
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  • Rhee, H., McQuillan, B., Chen, D. G., & Atis, S. (2017). Perceptions about interpersonal relationships and school environment among middle school students with asthma. Journal of Asthma, 54(9), 905-910.
  • Sezgin, F., & Kılınç, A. Ç. (2011). İlköğretim okulu öğretmenlerinin örgüt iklimine ilişkin algılarının incelenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 31(3), 743-757.
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  • Viel-Ruma, K., Houchins, D., Jolivette, K., & Benson, G. (2010). Efficacy beliefs of special educators: The relationships among collective efficacy, teacher self-efficacy, and job satisfaction. Teacher Education and Special Education, 33(3), 225-233.
  • Yeşilyurt, E. (2013). Öğretmen adaylarinin öğretmen öz-yeterlik algilari. Elektronik Sosyal Bilimler Dergisi, 12(45), 88-104.
  • Zakariya, Y. F. (2020). Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: a structural multigroup invariance approach. International Journal of STEM Education, 7(1), 1-12.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
  • Zullig, K. J., Koopman, T. M., Patton, J. M., & Ubbes, V. A. (2010). School climate: Historical review, instrument development, and school assessment. Journal Of Psychoeducational Assessment, 28(2), 139-152.
Toplam 83 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Oguzhan Tekın 0000-0002-6825-3309

Erken Görünüm Tarihi 10 Mart 2023
Yayımlanma Tarihi 15 Nisan 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 12 Sayı: 2

Kaynak Göster

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

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