SELF-EFFICACY BELIEF PROFILES OF PRE-SERVICE AND IN-SERVICE EFL TEACHERS

Bu çalışma hizmet öncesi İngilizce öğretmenleri ile hizmetiçi İngilizce öğretmenlerinin öğretimsel stratejiler bakımından özyeterlilik algı düzeylerini ölçmeyi ve öğretimsel stratejiler açısından iki örneklem grubu arasındaki bağlantıları ve bu benzerliklerin veya farkların öğretmenlerin demografik özelliklerine göre değerlendirilip analiz edilmesini amaçlamaktadır. Bu amaç doğrultusunda, Akdeniz Üniversitesi’nde Eğitim Fakültesi İngilizce Öğretmenliği bölümünde öğrenim görmekte olan son sınıf hizmet öncesi öğretmenlere ve Antalya ili Milli Eğitim Bakanlığı’na bağlı ilköğretim okullarında görev yapmakta olan İngilizce öğretmenlerine anket uygulanmıştır. Sonuçlara ve anketten elde edilen bulgulara göre hizmet öncesi İngilizce öğretmenlerinin ve hizmetiçi İngilizce öğretmenlerinin özyeterlilik düzeylerinin yüksek olduğu bulunmuştur. Bulgular karşılaştırıldığında ise özyeterlilik düzeyleri bakımından iki örneklem grubunda da anlamlı farklılıklara sahip olmadıkları gözlemlenmiştir. Bunun yanında, uygulanan ankete ait alt kategorilerin sonuçları göstermiştir ki her iki örneklem grubunda da sınıf yönetimi özyeterlilik seviyeleri açısından anlamlı bir fark görülmemektedir. Öte yandan, öğrenci katılımına yönelik özyeterlilik seviyelerinde hizmet öncesi öğretmenler lehine göze çarpan bir farklılık görülmüştür. Hizmetiçi İngilizce öğretmenlerinde ise öğretimsel stratejilerin kullanımı yönünde olumlu bir eğilim bulunmuştur. Sonuç olarak, İngilizce öğretmenlerinin özyeterlilik algılarındaki eğilimler tanımlanmıştır.

Anahtar Kelimeler:

İngilizce öğretmeni adayları

Self-efficacy Belief Profiles of Pre-service and In-service EFL Teachers

The purpose of present study is to explore pre-service and in-service EFL teachers’ levels of self- efficacy beliefs in terms of instructional strategies, student engagement and classroom management in a Turkish context and examine the correlations, similarities and differences between the groups of participants concerning their demographic characteristics. To achieve this, a questionnaire has been administered to the senior pre-service teachers studying in English Language Teacher Education and in-service EFL teachers teaching in various primary or elementary schools. In order to identify the levels of self- efficacy beliefs of the participants the data of the study was analyzed through a statistic program and correlations between subscales were computed through t-test and ANOVA. Findings indicate that overall self-efficacy beliefs of both in-service EFL teachers and pre-service EFL teachers are relatively high. The subscales of the questionnaire have shown in-depth findings related to self-efficacy beliefs in the instructional strategies, classroom management and student engagement. For instance, the findings revealed that while in-service teachers have more positive self-efficacy beliefs for the instructional strategies they used, pre-service teachers have been shown to feel more efficacious in student engagement. On the other hand, it is found that there was not a significant difference in both group’s efficacy beliefs in terms of classroom management.

Keywords:

Pre-service EFL teacher in-service EFL teacher,

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