Türkiyedeki İngilizce öğretmen adaylarının kontrol odağı ve akademik özyeterlikleri

Bu çalışma, Türkiye'deki öğretmen adaylarının kontrol odağı ve akademik öz-yeterlik arasındaki ilişkiyi araştırmaya çalışmaktadır. Araştırmanın amacı için araştırmanın nicel verileri, Levenson (1974) tarafından geliştirilen ve Kıral (2012) tarafından Türkçe'ye uyarlanan Çok Boyutlu Kontrol Odağı Ölçeği kullanılarak toplanmıştır. 24 maddeden oluşan ölçek (6 puan Likert tipi), hizmet öncesi EFL öğretmen adaylarının iç ve dış kontrol odağını incelemektedir. (a) iç kontrol odağını (8 madde), (b) diğerlerine dayalı kontrol odağını (6 madde) ve (c) şansa dayalı kontrol odağını (5 madde) ölçer. Bu ölçek için Cronbach Alpha katsayısı .77'dir. Akademik Öz-yeterlik Ölçeği'ne göre, Kolej Akademik Özyeterlilik Ölçeği, erkek ve kadın ELT öğrencilerinin akademik özyeterlik inançlarını bir bütün olarak ölçen 33 maddeden oluşan Owen & Froman'dan (1988) uyarlanmıştır. Bu ölçek için Cronbach Alpha katsayısı .83'dir. Ölçek ‘çok az’ (1) ‘oldukça fazla’ (5) arasında değişen 5 dereceli Likert ölçeğidir. EFL öğretmenlerinin kontrol odağı ne kadar yüksekse, akademik öz-yeterliliğin daha yüksek olduğu varsayılmaktadır. Çalışmanın sonunda, sonuçlara göre, bu kurumlarda dil öğretmenleri için bazı önerilerde bulunulur.

Prospective EFL teachers’ locus of control and academic self-efficacy in Turkish context

This study tries to explore the relationship between prospective EFL teachers’ locus of control and academic selfefficacyin Turkey. For the purpose of the study, the quantitative data of the research was collected throughMultidimensional Locus of Control Scale developed by Levenson (1974) and adapted to Turkish by Kıral (2012).The scale, consisting of 24 items (6 point Likert type), simply examines the internal and the external locus ofcontrol of pre-service EFL teacher candidates. It measures (a) internal locus of control (8 items), (b) locus ofcontrol based on others (6 items), and (c) locus of control based on chance (5 items). The Cronbach Alphacoefficient for this scale is .77. As to the Academic Self-efficacy Scale, College Academic Self-Efficacy Scalewas adapted from Owen & Froman (1988), consisting of 33 items measuring male and female ELT students’academic self-efficacy beliefs as a whole. The Cronbach Alpha coefficient for this scale is .83. The scale is a 5-point Likert scale ranging from ‘very little’ (1) ‘quite a lot’ (5). It is assumed that the higher the locus of controlof EFL teachers, the higher level of academic self-efficacy is. At the end of the study, considering the results, somerecommendations will be made for language instructors at these institutions.

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