Relationships Between School Culture and Teachers’ Self-Efficacy Beliefs


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Authors

  • İsmail Ataç İstanbul Sabahattin Zaim University, İstanbul, Türkiye
  • Serkan Yüksel İstanbul Sabahattin Zaim University, İstanbul, Türkiye
  • Mevlüt Şahin Ministry of National Education, İstanbul, Türkiye
  • Saadet Şahin Ministry of National Education, İstanbul, Türkiye

DOI:

https://doi.org/10.52380/ijedal.2023.2.2.23

Abstract

This research aimed to examine the relationship between school culture and teachers' self-efficacy beliefs. Relational survey design, one of the quantitative research methods, was used in the research. The sample group of the research consisted of 381 teachers working in Istanbul. "School Culture Scale" and Teacher Self-Efficacy Belief Scale were used to collect data, and the obtained data were analyzed with the SPSS package program. Descriptive statistics, correlation and regression analysis were applied to analyze the research data. According to the findings of the research, it was determined that female teachers' self-efficacy beliefs were higher than male teachers. On the other hand, it was concluded that teachers perceived duty culture as the dominant culture in schools, and the lowest perceived school culture was bureaucratic culture. Another finding showed that there was a positive relationship between all types of school culture and teachers' self-efficacy beliefs, and it was concluded that "support culture" and "bureaucratic culture" positively predicted teachers' self-efficacy beliefs.

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Published

2023-12-31

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Articles