A Study of Teachers’ Self-Efficacy Beliefs, Motivation to Teach, and Curriculum Fidelity: A Path Analysis Model


Abstract views: 316 / PDF downloads: 108

Authors

  • Alper AYTAÇ

DOI:

https://doi.org/10.33200/ijcer.898186

Keywords:

Self-Efficacy Beliefs, Motivation to Teach, Curriculum Fidelity

Abstract

The aim of this study is to test a path analysis model that examines teachers’ self-efficacy beliefs, motivation to teach, and curriculum fidelity. A correlational survey model was used while designing the study. The study sample consisted of 414 teachers working in a province of Turkey during the spring semester of the 2019-2020 academic year. The Teacher Self-Efficacy Beliefs Scale, the Teachers’ Motivation to Teach Scale, and the Curriculum Fidelity Scale were all used as data collection tools. Prior to data analysis, the data set was tested for both univariate and multivariate normality; descriptive statistics, Pearson’s correlation, and path analysis were also used to test the data. Results gathered from the study show that teachers have strong self-efficacy beliefs; while they had a high level of intrinsic motivation, their extrinsic motivation was found to be at a moderate level. Based on the results of the path analysis, teachers’ self-efficacy beliefs were found to directly and indirectly predict both their motivation to teach and their curriculum fidelity. In addition, teachers’ levels of intrinsic motivation were found to predict curriculum fidelity directly, while their levels of extrinsic motivation were found to affect curriculum fidelity indirectly.

Author Biography

Alper AYTAÇ

Corresponding Author: Alper Aytaç, alperaytac10@gmail.com

Alper AYTAÇ
T.C. MİLLİ EĞİTİM BAKANLIĞI
0000-0002-5087-8482
Türkiye

References

• Ada, Ş., Akan, D., Ayık, A., Yıldırım, İ., & Yalçın, S. (2013). Öğretmenlerin motivasyon etkenleri [Motivation factors of teachers]. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 17(3), 151-166.

• Akbaba, S. (2006). Eğitimde motivasyon [Motivation in education]. Kazım Karabekir Eğitim Fakültesi Dergisi, 13, 343-361.

• Argon, T., & Cicioğlu, M. (2017). Meslek lisesi öğretmenlerinin eğitime inanma düzeyleri ile öğretme motivasyonları [Vocational high school teachers’ levels of belief in education and motivation to teach]. International Journal of Social Science, 57, 1-23. http://dx.doi.org/10.9761/JASSS7108

• Argon, R., & Ertürk, R. (2013). İlköğretim okulu öğretmenlerinin içsel motivasyonları ve örgütsel kimliğe yönelik algıları [Intrinsic motivations of primary school teachers and their perceptions of organizational identity]. Kuram ve Uygulamada Eğitim Yönetimi, 19(2), 159-179.

• Aslan, M., & Doğan, S. (2020). Dışsal motivasyon, içsel motivasyon ve performans etkileşimine kuramsal bir bakış [A theoretıcal vıew of extrınsıc motıvatıon, ıntrınsıc motıvatıon and performance ınteractıon]. Süleyman Demirel Üniversitesi Vizyoner Dergisi, 11(26), 291-301. http://dx.doi.org/10.21076/vizyoner.638479

• Aslan, M., & Erden, R. (2020). Ortaokul öğretmenlerinin öğretim programına bağlılıklarının incelenmesi [Investigation of secondary school teachers' curriculum fidelity]. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 175-199. http://dx.doi.org/10.33711/yyuefd.691525

• Aydın, Y. (2016). Örgütsel sessizliğin okul yönetiminde kayırmacılık ve öğretmenlerin öz yeterlik algısı ile ilişkisi [The relationship of organizational silence with favoritism in school management and self-efficacy perception of teachers]. Kuram ve Uygulamada Eğitim Yönetimi, 22(2), 165-192. doi: 10.14527/kuey.2016.007

• Bal-Taştan, S., Davoudi, S. M. M., Masalimova, A. R., Bersanov, A. S., Kurbanov, A. R., Boiarchuk, A. V., & Pavlushin, A. A. (2018). The impacts of teacher’s efficacy and motivation on student’s academic achievement in science education among secondary and high school students. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2353-2366. https://doi.org/10.29333/ejmste/89579

• Baltaş, A. (2002). Ekip çalışması ve liderlik [Teamwork and leadership]. İstanbul: Remzi Yayınevi.

• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.

• Bandura, A. (1997). Self-efficacy: the exercise of control. New york: Freeman.

• Barni, D., Danioni, F., & Benevene P. (2019) Teachers’ self-efficacy: The role of personal values and motivations for teaching. Front. Psychol. 10(1645). https://doi.org/10.3389/fpsyg.2019.01645

• Baş, G., & Şentürk, C. (2020). Perceptions of teachers about the curriculum: A metaphor analysis. Research in Pedagogy 10(2), 338-353. https://doi.org/10.5937/IstrPed2002338B

• Bay, E., Kahramanoğlu, R., Döş, B., & Turan-Özpolat, E. (2017). Programa bağlılığı etkileyen faktörlerin analizi [Analysis of factors affecting curriculum fidelity]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 43, 110-137.

• Bektaş, M. & Karagöz, Ş. (2017). The effectiveness of self adequacy to attitude and motivation in the job of teacher candidates: A research on pedogogical formation education candidates and the faculty of education candidates. International Journal of Social and Educational Sciences, 4(8), 37-53. https://doi.org/10.20860/ijoses.334823

• Bond, G. R., Evans, L., Salyers, M. P., Williams, J., & Kim, H. K. (2000). Measurement of fidelity in psychiatric rehabilitation. Mental Health Services Research, 2, 75-87. https://doi.org/10.1023/A:1010153020697

• Bozbayındır, F. & Alev, S. (2018). The analysis of the relationship between self-efficacy, proactive personality and openness to change perceptions teachers. Inonu University Journal of the Faculty of Education, 19(2), 293-311. https://doi.org/10.17679/inuefd.346666

• Börü, N. (2018). The factors affecting teacher-motivation. International Journal of Instruction, 11(4), 761-776. https://doi.org/10.12973/iji.2018.11448a

• Brouwers, A., & Tomic, W. (2003). A test of the factorial validity of the Teacher Efficacy Scale. Research in Education, 69, 67–80. https://doi.org/10.7227/RIE.69.6

• Burul, C. (2018). Öğretmenlerin eğitim programı tasarım yaklaşımı tercihlerinin öğretim programına bağlılıklarıyla olan ilişkisinin incelenmesi [Investigation of the relationship between the curriculum design approach preferences of teachers and their curriculum fidelity]. (Yayımlanmamış yüksek lisans tezi). Balıkesir Üniversitesi, Balıkesir.

• Butler, R. (2007). Teachers’ achievement goal orientations and associations with teachers’ help seeking: examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99(2), 241-252.

• Bümen, N. T., Çakar, E. & Yıldız, D. G. (2014). Türkiye’de öğretim programına bağlılık ve bağlılığı etkileyen etkenler [Curriculum fidelity and factors affecting fidelity in the Turkish context]. Kuram ve Uygulamada Eğitim Bilimleri, 14(1), 203-228.

• Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı [Handbook of data analysis for the social sciences] (8. Baskı). Ankara: PegemA Yayıncılık

• Canrinus, E.T., Helms-Lorenz, M., Beijaard, D., Buitin, J., & Hofman, A. (2012). Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity. European Journal of Psychology of Education, 27, 115–13. https://doi.org/10.1007/s10212-011-0069-2

• Czerniak, C.M., & Lumpe, A.T. (1996). Relationship between teacher beliefs and science education reform. Journal of Science Teacher Education, 7, 247-266.

• Dane, A. V., & Schneider, B. H. (1998). Program integrity in primary and early secondary prevention: Are implementation effects out of control? Clinical Psychology Review, 18(1), 23-45.

• Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3-4), 325-346. https://doi.org/10.1016/j.tate.2007.02.010

• Dellinger, A., B., Bobbett, J. J., Olivier, D. F., Ellett, C. D. (2008). Measuring teachers’ self-efficacy beliefs: development and use of the TEBS-Self. Teaching and Teacher Education. 24, 751-766.

• Demir, S. (2018). The relationship between motivational language used by school administrators and teacher’s motivation. Journal of Social Sciences of Mus Alparslan University, 6(5) 633–638. https://doi.org/10.18506/anemon.395472

• Demirel, Ö. (2007). Eğitimde program geliştirme: Kuramdan uygulamaya [Curriculum development in education: From theory to practice]. (10. Baskı). Ankara: Pegem A Yayıncılık

• Doğan, S., & Koçak, O. (2014). Okul yöneticilerinin sosyal iletişim becerileri ile öğretmenlerin motivasyon düzeyleri arasındaki ilişki [Relationship between school administrators’ social communication skills and teachers’ motivation]. Kuram ve Uygulamada Eğitim Yönetimi, 20(2), 191-216. https://doi.org/10.14527/kuey.2014.009

• Dusenbury, L., Brannigan, R., Falco, M., & Hansen, W. B. (2003). A review of research on fidelity of implementation: Implications for drug abuse prevention in school settings. Health Education Research, 18(2), 237-256. https://doi.org/10.1093/her/18.2.237

• Engin, G. (2020). An examination of primary school students' academic achievements and motivation in terms of parents' attitudes, teacher motivation, teacher self-efficacy and leadership spproach. International Journal of Progressive Education, 16(1), 257-276. https://doi.org/10.29329/ijpe.2020.228.18

• Ertürk, S. (2013). Eğitimde “program” geliştirme [Curriculum development in education]. Ankara: Edge Akademi.

• Fritz, J. J.. MilIer-Heyl. J.. Kreutzer. J. C. & MacPhee. D. (1995). Fostering Personel teaching efficacy through staff development and classroom activities. Journal of Educational Research, 88(4), 200-209.

• Fullan, M., & Pomfret, A. (1977). Research on curriculum and instruction implementation. Review of Educational Research, 47(2), 335-397. https://doi.org/10.3102/00346543047002335

• Furtak, E. M., Ruiz-Primo, M. A., Shemwell, J. T., Ayala, C. C., Brandon, P. R., Shavelson, R. J., & Yin, Y. (2008). On the fidelity of implementing embedded formative assessments and its relation to student learning. Applied Measurement in Education, 21(4), 360- 389. https://doi.org/10.1080/08957340802347852

• Gagne, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331-362.

• Gelmez-Burakgazi, S. (2020). Curriculum adaptation and fidelity: A qualitative study on elementary teachers’ classroom practices. Issues in Educational Research, 30(3), 920-942.

• George, D., & Mallery, M. (2010). SPSS for windows step by step: A simple guide and reference, 17.0 update (10a ed.). Boston: Pearson.

• Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569–582.

• Gök, B. & Atalay-Kabasakal, K. (2019). Analysing prospective teachers’ self-efficacy belief, teaching motivation and attitudes towards teaching from the perspective of several variables. Pegem Eğitim ve Öğretim Dergisi, 9(4), 1081-1112. http://dx.doi.org/10.14527/pegegog.2019.035

• Gürbüz, S. (2019). Amos ile yapısal eşitlik modellemesi: Temel ilkeler ve uygulamalı analizler [Structural equation modeling with Amos: Basic principles and applied analysis]. Ankara: Seçkin Yayıncılık.

• Güzel-Candan, D., & Evin-Gencel, İ. (2015). Öğretme motivasyonu ölçeği’ni Türkçe’ye uyarlama çalışması [Adaptatıon of the motıvatıon to teach scale into Turkısh]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 36, 72-89.

• Harun, I. Y., Putrawan, I. M., & Miarsyah, M. (2019). Biological teachers’ motivation based on personality and self efficacy. International Journal of Engineering Technologies and Management Research, 6(6), 92-100. https://doi.org/10.29121/ijetmr.v6.i6.2019.397.

• Hersey, P., & Blanchard, K. H. (2001). Management of organizational behavior: Utilizing human resources (8.Edth). New Jersey: Prentice-Hall, Inc.

• Hort, S. M., & Huling-Austin, L. (1986). Effective curriculum implementation: Some promising new insights. Elementary School Journal, 87(1), 97-115.

• Hu, L.-t., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118

• Iskandar, I. (2020). Teachers’ fidelity to curriculum: an insight from teachers’ implementation of the Indonesian EFL curriculum policy. International Journal of Humanities and Innovation (IJHI), 3(2), 50-55. https://doi.org/https://doi.org/10.33750/ijhi.v3i2.79

• İhtiyaroğlu, N. (2017). Yapısal ve psikolojik güçlendirmenin öğretmen motivasyonu üzerindeki etkisi [The effect of structural and psychological empowerment on teachers’ motivation]. Kırıkkale Üniversitesi Sosyal Bilimleri Dergisi, 7(2), 361-378.

• Johnakin-Putnam, S. (2020). The impact of teacher intrinsic and extrinsic motivation on teacher self-efficacy. (Doctoral dissertation). Liberty University.

• Jungert, T., & Rosander, M. (2010) Self-efficacy and strategies to influence the study environment. Teaching in Higher Education, 15(6), 647-659. https://doi.org/10.1080/13562517.2010.522080

• Kabaş, İ., & Yıldız, S. (2020). Sınıf öğretmenlerinin ilk okuma yazma öğretimi öz yeterlik algıları ile Türkçe dersi ilk okuma yazma öğretim programına bağlılıklar [Primary school teachers’ perceptions of self-efficacy on first literacy teaching and their commitment to the Turkish lesson first literacy teaching curriculum]. Researcher: Social Science Studies, 8(1), 105-134. https://doi.org/10.29228/rssstudies.41826

• Kaçar, T., & Beycioğlu, K. (2017). İlköğretim öğretmenlerinin öz yeterlik inançlarının çeşitli değişkenler açısından incelenmesi [The investigation of elementary school teachers’ self-efficacy beliefs in terms of various variables]. Elementary Education Online,16(4), 1753-1767

• Kahraman, Ü., & Çelik, K. (2019). Eğitim fakültesi öğrencilerinin öz yeterlilik inançları ile mesleki kaygıları arasındaki ilişki [The relationship between self-efficacy beliefs and professional concerns of the faculty of education formation students]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 45, 353-375

• Karakuyu, Y., & Karakuyu, A. (2016). Motivasyon ve öz-yeterliğin sınıf öğretmeni adaylarının teknolojik pedagojik alan bilgilerine (tpab) katkısı [The contribution of motivation and self-efficacy on pre-service primary school teachers' technological pedagogical content knowledge (tpck). Uşak Üniversitesi Eğitim Araştırmaları Dergisi 2(1), 89- 100.

• Kao, C-P., Wu, Y-T., & Tsai, C-C. (2011). Elementary school teachers’ motivation toward web-based professional development, and the relationship with Internet self-efficacy and belief about web-based learning. Teaching and Teacher Education, 27, 406-415. https://doi.org/10.1016/j.tate.2010.09.010

• Karasar, N. (2006). Bilimsel araştırma yöntemi [ Scientific research method]. (16. Baskı). Ankara: Nobel Yayın Dağıtım.

• Kauffman, D. F., Yılmaz Soylu, M. & Duke, B. (2011). Öğretme motivasyonu ölçeğinin geçerlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 279-290.

• Khurram S., Sajida N. (2017). Impact of teacher self-efficacy on secondary school students’ academic achievement. Journal of Education and Educational Development, 4(1), 48-72.

• Kline, R. B. (2011). Principles and practice of structural equation modeling. NY: Guilford Publications.

• Kocabaş, İ., & Karaköse, T. (2005). Okul müdürlerinin tutum ve davranışlarının öğretmenlerin motivasyonuna etkisi (özel ve devlet okulu örneği) [Prıncıpals’ behavior and attitudes’ effect on the motivation of teachers]. Türk Eğitim Bilimleri Dergisi, 3(1), 79-93.

• Lauermann, F., Karabenick, S. A., Carpenter, R., & Kuusinen, C. (2017). The role of motivations for teaching, teacher self-efficacy and sense of professional responsibility. In H. M. G. Watt, P. W. Richardson, & K. Smith (Eds.), Teacher motivation and professional commitment in the United States. (Vol. 11, pp. 297-321). Cambridge University Press.

• O’Donnell, C. L. (2008). Defining, conceptualizing, and measuring fidelity of implementation and its relationship to outcomes in K–12 curriculum intervention research. Review of Educational Research, 78(1), 33-84. https://doi.org/10.3102/0034654307313793

• Oliva, P. F. (1997). Developing the curriculum. USA: Longman.

• Owens, R. G. (1998). Organizational behavior in education. (Sixth Edition). Boston: Allyn and Bacon.

• Özden, Y. (2014). Öğrenme ve öğretme [Learning and teaching] (12. Baskı). Ankara: PegemA Yayıncılık.

• Özgan, H., & Aslan, N. (2008). Analysis of the effect of secondary school principles’ verbal communication styles on teachers’ motivation. Gaziantep University Journal of Social Sciences, 7(1), 190-206.

• Pajares, F. (1997). Current directions in self-efficacy research. In M. Maehr, & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 1-49). Greenwich, CT: JAI Press.

• Patrick, S. (2016). Exploring direct and indirect relationships among teacher self-efficiacy, motivations for teaching, teacher-child interactions, and child outcomes in early head start classroom. (Doctoral dissertation). University of Oklahoma.

• Pence, K., Justice, L., & Wiggins, A. (2008). Preschool teachers’ fidelity in implementing a comprehensive language-rich curriculum. Language, Speech, & Hearing Services in Schools, 39(3), 329-341. https://doi.org/10.1044/0161- 1461(2008/031)

• Poulou, M. S., Reddy, L. A., & Dudek, C. M. (2018). Relation of teacher self-efficacy and classroom practices: A preliminary investigation. School Psychology International, 40(1), 25-48. https://doi.org/10.1177/0143034318798045

• Robbins, S. P., & Judge, T. A. (2012). Organizational behavior. (Translation Editor: I. Erdem). Ankara: Nobel Publications.

• Rohrbach, L. A., Graham, J. W., & Hansen, W. B. (1993). Diffusion of a school-based substance abuse prevention program: Predictors of program implementation. Preventive Medicine: An International Journal Devoted to Practice and Theory, 22(2), 237–260. https://doi.org/10.1006/pmed.1993.1020

• Russell, J. (2020). Professional learning to support the implementation of instructional materials: Case studies from an integrity perspective. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the learning sciences, 14th International Conference of the Learning Sciences (ICLS), 2 (pp. 983-990). Nashville, Tennessee: International Society of the Learning Sciences.

• Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definations and new directions. Contemporary Educational Psychology, 25, 54-67.

• Schmitz, G.S., & Schwarzer, R. (2000) Selbstwirksamkeitserwartung von Lehrern: Längsschnitt befunde mit einem neuen Instrument, Zeitschrift für Pädagogische Psychologie, 14(1),12-25.

• Schunk, D. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207-231. https://doi.org/10.1080/00461520.1991.9653133

• Sehgal, P., Nambudiri, R., & Mishra, S. K. (2017). Teacher effectiveness through self-efficacy, collaboration and principal leadership. International Journal of Educational Management, 31(4), 505-517. https://doi.org/10.1108/IJEM-05-2016-0090

• Shur, D. (2008). Step your way through path analysis. https://www.lexjansen.com/wuss/2008/pos/pos04.pdf

• Stajkovic, A. D., & Luthans, F. (2003). Social cognitive theory and self-efficacy: Implications for motivation theory and practice. In L. W. Porter, G. A. Bigley, & R. M. Steers (Eds.), Motivation and work behavior (8th ed., pp. 126 –140). New York: McGraw-Hill.

• Sümer, N. (2000). Yapısal eşitlik modelleri [Structural equation models]. Türk Psikoloji Yazıları, 3(6), 49-74.

• Tabachnick, B.G., & Fidell, L.S. (2001) Using multivariate statistics (4th Edition). MA: Allyn & Bacon, Inc

• Tekbıyık, A., & Karadeniz, A. R. (2008). İlköğretim fen ve teknoloji dersi öğretim programını kabullenmeye ve uygulamaya yönelik öğretmen görüşleri [Teachers’ views about adoption and application of primary science and technology curriculum]. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED), 2(2), 23-37.

• Thierry, K. L., Vincent, R. L., & Norris, K. (2020). Teacher-level predictors of the fidelity of implementation of a social-emotional learning curriculum. Early Education and Development. https://doi.org/10.1080/10409289.2020.1849896

• Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. Washington: American Psychological Association

• Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248.

• Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.

• Ünal, S., (2000). İlköğretim okulu yöneticilerinin okullarında motivasyonu sağlama etkinlikleri [Activities of primary school administrators to provide motivation in their schools]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi , 7(7) , 84-90

• Viau, R. (2015) Okulda motivasyon [Motivation in school]. (Çev. Y. Budak). Ankara: Anı Yayıncılık.

• Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81–91. https://doi.org/10.1037/0022-0663.82.1.81

• Yaşaroğlu, C., & Manav, F. (2015). Öğretim programına bağlılık ölçeği: Geçerlik ve güvenirlik çalışması [Currıculum fıdelıty scale: The study of valıdıty & relıabılıty]. Uluslararası Eğitim Bilimleri Dergisi, 2(4), 247-258. https://doi.org/10.16991/INESJOURNAL.60

• Yazıcı, H. (2009). Öğretmenlik mesleği, motivasyon kaynaklari ve temel tutumlar: Kuramsal bir bakış. Kastamonu Eğitim Dergisi 17(1), 33-46.

• Yılmaz, M., Köseoğlu, P., Gerçek, C., & Soran, H. (2004). Yabancı dilde hazırlanan bir öğretmen öz-yeterlik ölçeğinin Türkçe’ye uyarlanması [Adaptatıon of a teacher self-effıcacy scale to Turkısh]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 27, 260-267.

Downloads

Published

2022-10-30

How to Cite

AYTAÇ, A. (2022). A Study of Teachers’ Self-Efficacy Beliefs, Motivation to Teach, and Curriculum Fidelity: A Path Analysis Model. International Journal of Contemporary Educational Research, 8(4), 130–143. https://doi.org/10.33200/ijcer.898186

Issue

Section

Articles