AN INVESTIGATION OF TEACHERS’ SELF-EFFICACY PERCEPTIONS TOWARDS TEACHING THINKING SKILLS IN TERMS SEVERAL VARIABLES
The aim of the study is to determine self-efficacy perceptions of the primary school teachers towards teaching thinking skills. The sample of the study consists of 186 primary school teachers working at five different educational districts of Elazığ city in 2015- 2016 academic year. Two schools from...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2020
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/70497250091a4605a7718327e5dcafaf |
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| Sumario: | The aim of the study is to determine self-efficacy perceptions of the primary school teachers towards teaching thinking skills. The sample of the study consists of 186 primary school teachers working at five different educational districts of Elazığ city in 2015- 2016 academic year. Two schools from each educational districts were selected for the study. “Teachers' Self-Efficacy Towards Teaching Thinking Skills Scale” prepared by Dilekli and Tezci (2015) was used as data collection tool in the study. The scale consists of the sub dimensions; “academic competence” consisting of eight items, “practice” consisting of eight items and “designing” consisting of four items. The alpha reliability coefficient was .95. for the overall scale consisting of 20 items. Self-efficacy perceptions of teachers' towards teaching thinking skills were evaluated according to teachers’gender, educational status, graduated school / faculty and professional seniority variables. Independent groups t-test, Kruskal Wallis H, Mann Whitney U and one way ANOVA statistical techniques were used were used for the analysis of the data. According to the findings of the research, it was concluded that both male and female teachers had sufficient levels of the self-efficacy perception towards teaching thinking skills. The level of master graduated teachers' self-efficacy perceptions towards teaching thinking skills is higher than the level of graduated teachers’. Also it was determined that the highest self-efficacy perception was observed for the teachers with 1-5 years of professional seniority, and the least self-efficacy perception was observed for the teachers with 21 years and over of professional seniority. |
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