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The Relationship between Attitudes Towards Supervision and Perceived Self-Efficacy in Physical Education Teaching Majors

Yıl 2023, Cilt: 10 Sayı: 2, 196 - 209, 31.08.2023
https://doi.org/10.30900/kafkasegt.1198008

Öz

The purpose of this study is to examine whether physical education teacher candidates' self-efficacy perceptions and attitudes towards supervision differ according to gender and grade level (1st, 2nd, 3rd, and 4th grades) and whether there is a relationship between self-efficacy perceptions and attitudes toward supervision. A total of 147 teacher candidates, 72 women, and 75 men participated in the research. The mean age of female teacher candidates is 21.51, while it is 21.65 for males. The Demographic Information Form, Teacher Sense of Self-Efficacy Scale-Short Form, and Attitudes Toward Supervision Scale were used to collect data in the study. The findings obtained in the study revealed that the physical education teacher candidates' self-efficacy perceptions and attitudes toward supervision did not differ according to the variables of gender and grade levels, while the scores of perceived self-efficacy and attitudes toward supervision were high. In addition, it has been revealed that there is a positive and low-significant correlation between physical education teacher candidates’ self-efficacy perceptions and their attitudes toward supervision. As a result of the research, it was observed that the self-efficacy perceptions and attitudes of the physical education teacher candidates toward supervision were high, and the attitudes toward supervision increased as the perceived self-efficacy level increased.

Kaynakça

  • Akçöltekin, A. , Sarıkaya, İ. , Engin, A. O. & Akçöltekin, S. (2018). Beden eğitimi ve spor öğretmenliği bölümü öğretmen adaylarının öğretmenliğe yönelik öz yeterliliklerinin incelenmesi. Karadeniz Uluslararası Bilimsel Dergi, 40, 44-51.
  • Amaefule, J. C., & Udoji, U. A. (2021). Influence of self-efficacy beliefs on attitude towards supervision of instruction among secondary school teachers in Obio/Akpor LGA, Rivers State. International Journal of Innovative Psychology & Social Development, 9(4), 23-27.
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
  • Bandura, A. (1999). Social cognitive theory: An agentic perspective. Asian Journal of Social Psychology, 2(1), 21-41.
  • Bandura, A. (2002). Growing primacy of human agency in adaptation and change in the electronic era. European Psychologist, 7(1), 2-16.
  • Brander, P., De Witte, L., Ghanea, N., Gomes, R., Keen, E., Nikitina, A., & Pinkeviciute, J. (2012). Compass. Manual for human rights education with young people. (2nd Editio). Strasburgo: Council of Europe Publishing.
  • Cihan, B. B. (2014). Determining the perceptions of academic, sportive and teachership self efficacy of the Pyhsical Education and Sport High School teachership departmant students [Doctoral thesis, Gazi University, The Institute of Educational Sciences]. Ankara.
  • Council of Higher Education [CoHE]. (2018). Yeni Öğretmen Yetiştirme Lisans Programları: Beden Eğitimi ve Spor Öğretmenliği Lisans Programı. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Beden_Egitimi_ve_Spor_Ogretmenligi_Lisans_Programi.pdf
  • Cranston, N. C. (2000). Teachers as leaders: A critical agenda for the new millennium. Asia-Pacific Journal of Teacher Education, 28(2), 123-131.
  • Demirhan, G., Bulca, Y., Saçlı, F., & Kangalgil, M. (2014). Physical education teachers' problems in practice and suggested solutions. H. U. Journal of Education, 29(2), 57-68.
  • Engelmann, S. (1988). The logic and facts of effective supervision. Education and Treatment of Children, 11, 328–340.
  • Erbaş, M. K., & Ünlü, H. (2020). Prediction validity of teaching efficacy on task-centered anxiety: a study on physical education teacher candidates. Journal of Theoretical Educational Science, 13(4), 701-715.
  • Erbaş, M. K., Kalemoğlu Varol, Y., Erdoğdu, M., & Ünlü, H. (2014). Teaching efficacy of physical education teacher candidates. Journal of Education and Practice, 5(19), 34-43.
  • Eroglu, C., & Unlu, H. (2015). Self-efficacy: Its effects on physical education teacher candidates’ attitudes toward the teaching profession. Educational Sciences: Theory & Practice, 15(1), 201-212.
  • Eskibağ, A. İ. (2014). Öğretmenlerin denetim uygulamalarına dönük görüşlerinin mesleki doyum ve tutum açısından incelenmesi [İstanbul Sabahattin Zaim Üniversitesi, Sosyal Bilimler Enstitüsü]. İstanbul.
  • Eski, T., Özbal, A. F., & Ektirici, A. (2018). The examination of self-efficacy beliefs of physical education pre-service teachers according to different variables. Turkish Journal of Sport and Exercise, 20(3), 145-151.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: Mc Graw Hill.
  • Fullan, M. (2001). The New Meaning of Educational Change. Routledge.
  • Gencay, O. A. (2015). Teacher efficacy of Turkish physical education teachers. Educational Research and Reviews, 10(9), 1354-1360.
  • Gündüz, Y. (2010). Investigating of attitudes concerning supervisors of administrators and teachers in primary schools. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 11(2), 1-23.
  • Gündüz, Y., Elma, C., & Aslan, H. (2018). Denetime ilişkin tutum ölçeği: Geçerlik ve güvenirlik çalışması. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 28, 31-59.
  • Hart, B. (1982). So that teachers can teach: Assigning roles and responsibilities. Topics in Early Childhood Special Education, 2(1), 1-8.
  • Hasar, M. (2014). İlkokul ve orta okullarda yapılan denetimin okul başarısı ve gelişimine ilişkin yönetici ve öğretmen algılarının incelenmesi [Master's thesis, Eğitim Bilimleri Enstitüsü].
  • Hoque, K. E., Bt Kenayathulla, H. B., D/O Subramaniam, M. V., & Islam, R. (2020). Relationships between supervision and teachers’ performance and attitude in secondary schools in Malaysia. Sage Open, 10(2), 1-11.
  • Iaochite, R. T., & Souza Neto, S. D. (2014). Strength and sources of self-efficacy beliefs by physical education student teachers. Motriz: Revista de Educação Física, 20, 143-150.
  • Kafkas, M. E., Açak, M., Çoban, B., & Karademir, T. (2010). Beden eğitimi öğretmen adaylarının öz yeterlik algıları ile mesleki kaygıları arasındaki ilişki. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 11(2), 93-111.
  • Karaoğlu, İ. B. (2019). Öğretmen Öz Yeterlik Algısı Ölçeği Kısa Formu’nun Türkçe’ye uyarlanması: Geçerlik ve güvenirlik çalışması. The Journal of Academic Social Science, 7(99), 123-139.
  • Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76.
  • Koopmans, M. (2020). Education is a complex dynamical system: Challenges for research. The Journal of Experimental Education, 88(3), 358-374.
  • Koparan, Ş., Şahin, E., & Kuter, F. (2010). A comparison on of self-efficacy perception and social physical anxiety levels of teacher candidates at physical education department. Procedia-Social and Behavioral Sciences, 2(2), 3932-3937.
  • Kurka, A., & Berhanu, E. (2019). Attitude of teachers towards school-based ınstructional supervision at secondary schools of Wolaita Zone. Research on Humanities and Social Sciences, 9(15), 35-54.
  • Lieberman, A., & Miller, L. (2005). Teachers as leaders. The Educational Forum, 69(2), 151-162.
  • Memduhoğlu, H. B. (2012). Öğretmen, yönetici, denetmen ve öğretim üyelerinin görüşlerine göre Türkiye’de eğitim denetimi sorunsalı. Kuram ve Uygulamada Eğitim Bilimleri, 12(1), 135-156.
  • Mireles-Rios, R., & Becchio, J. A. (2018). The evaluation process, administrator feedback, and teacher self-efficacy. Journal of School Leadership, 28(4), 462-487.
  • Mital, P., Moore, R., & Llewellyn, D. (2014). Analyzing K-12 education as a complex system. Procedia Computer Science, 28, 370-379.
  • Mouton, A., Hansenne, M., Delcour, R., & Cloes, M. (2013). Emotional intelligence and self-efficacy among physical education teachers. Journal of Teaching in Physical Education, 32(4), 342-354.
  • Nolan, J., & Hoover, L. A. (2005). Teacher supervision and evaluation. Hoboken.
  • Norris, J., van der Mars, H., Kulinna, P., Amrein-Beardsley, A., Kwon, J., & Hodges, M. (2017). Physical education teacher perceptions of teacher evaluation. The Physical Educator, 74(1), 41-62.
  • Ogrodnik, J., Przybyła, E., & Herman, E. (2018). the self-efficacy of physical education teacher candidates. Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika, 16, 293-304.
  • Ozkan, H., Dalli, M., Bingol, E., Metin, S. C., & Yarali, D. (2014). Examining the relationship between the communication skills and self-efficacy levels of physical education teacher candidates. Procedia-Social and Behavioral Sciences, 152, 440-445.
  • Öncü, E. (2019). An examination of Turkish physical education teachers’ interpersonal self-efficacy beliefs. Physical Education of Students, 23(1), 37-44.
  • Özdemir, N., & Özkan, G. (2018). The ınvestigation of the relationship between physical education and sports teacher candidates' communication skills and their teacher self-efficacy perceptions. Online Submission, 11(33), 1139-1156.
  • Oudat, M. A. (2021). The supervisory competencies of physical education supervisors from the point of view of physical education teachers. International Journal of Human Movement and Sports Sciences 9(2), 185-193.
  • Phan, N. T. T., & Locke, T. (2015). Sources of self-efficacy of Vietnamese EFL teachers: A qualitative study. Teaching and Teacher Education, 52, 73-82.
  • Rahmany, R., Hasani, M. T., & Parhoodeh, K. (2014). EFL teachers’ attitudes towards being supervised in an EFL context. Journal of Language Teaching and Research, 5(2), 348-359.
  • Sallabaş, S. (2021). The relationship between school climate and teachers attitudes towards supervision [Ondokuz Mayıs Üniversitesi, Lisansüstü Eğitim Enstitüsü]. Samsun.
  • Sherrill, J. A. (1999). Preparing teachers for leadership roles in the 21st century. Theory Into Practice, 38(1), 56-61.
  • Silva, A. J. D., Iaochite, R. T., & Azzi, R. G. (2010). Physical Education student teacher's self-efficacy beliefs. Motriz: Revista de Educação Física, 16, 942-949.
  • 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., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
  • Tankı, A. (2016). İlkokul Öğretmenlerinin Denetmenlere Yönelik Yeterlik Algıları ve Tutumlarının İncelenmesi (Master's thesis, Eastern Mediterranean University-Doğu Akdeniz Üniversitesi). Kuzey Kıbrıs Türk Cumhuriyeti.
  • Turan, M. B., Pepe, O., & Bahadir, Z. (2015). Investigating self-efficacy levels of physical education and sports teachers in terms of some variables. Science, Movement and Health, 15(2), 158-163.
  • Uslu, S. (2021). Öğretmenlerin denetime ilişkin tutumları [Tezsiz yüksek lisans projesi, Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü]. Denizli.
  • Usta, M. E., & Özyurt, D. (2021) Yönetici ve öğretmen görüşlerine göre okul denetiminde yaşanan sorunlar ve çözüm önerileri. Mustafa Kemal Üniversitesi Eğitim Fakültesi Dergisi, 5(7), 35-61.
  • Valli, L., & Buese, D. (2007). The changing roles of teachers in an era of high-stakes accountability. American Educational Research Journal, 44(3), 519-558.
  • Xiong, Y., Sun, X. Y., Liu, X. Q., Wang, P., & Zheng, B. (2020). The influence of self-efficacy and work input on physical education teachers’ creative teaching. Frontiers in Psychology, 10, 2856.
  • Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015.
Yıl 2023, Cilt: 10 Sayı: 2, 196 - 209, 31.08.2023
https://doi.org/10.30900/kafkasegt.1198008

Öz

Kaynakça

  • Akçöltekin, A. , Sarıkaya, İ. , Engin, A. O. & Akçöltekin, S. (2018). Beden eğitimi ve spor öğretmenliği bölümü öğretmen adaylarının öğretmenliğe yönelik öz yeterliliklerinin incelenmesi. Karadeniz Uluslararası Bilimsel Dergi, 40, 44-51.
  • Amaefule, J. C., & Udoji, U. A. (2021). Influence of self-efficacy beliefs on attitude towards supervision of instruction among secondary school teachers in Obio/Akpor LGA, Rivers State. International Journal of Innovative Psychology & Social Development, 9(4), 23-27.
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
  • Bandura, A. (1999). Social cognitive theory: An agentic perspective. Asian Journal of Social Psychology, 2(1), 21-41.
  • Bandura, A. (2002). Growing primacy of human agency in adaptation and change in the electronic era. European Psychologist, 7(1), 2-16.
  • Brander, P., De Witte, L., Ghanea, N., Gomes, R., Keen, E., Nikitina, A., & Pinkeviciute, J. (2012). Compass. Manual for human rights education with young people. (2nd Editio). Strasburgo: Council of Europe Publishing.
  • Cihan, B. B. (2014). Determining the perceptions of academic, sportive and teachership self efficacy of the Pyhsical Education and Sport High School teachership departmant students [Doctoral thesis, Gazi University, The Institute of Educational Sciences]. Ankara.
  • Council of Higher Education [CoHE]. (2018). Yeni Öğretmen Yetiştirme Lisans Programları: Beden Eğitimi ve Spor Öğretmenliği Lisans Programı. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Beden_Egitimi_ve_Spor_Ogretmenligi_Lisans_Programi.pdf
  • Cranston, N. C. (2000). Teachers as leaders: A critical agenda for the new millennium. Asia-Pacific Journal of Teacher Education, 28(2), 123-131.
  • Demirhan, G., Bulca, Y., Saçlı, F., & Kangalgil, M. (2014). Physical education teachers' problems in practice and suggested solutions. H. U. Journal of Education, 29(2), 57-68.
  • Engelmann, S. (1988). The logic and facts of effective supervision. Education and Treatment of Children, 11, 328–340.
  • Erbaş, M. K., & Ünlü, H. (2020). Prediction validity of teaching efficacy on task-centered anxiety: a study on physical education teacher candidates. Journal of Theoretical Educational Science, 13(4), 701-715.
  • Erbaş, M. K., Kalemoğlu Varol, Y., Erdoğdu, M., & Ünlü, H. (2014). Teaching efficacy of physical education teacher candidates. Journal of Education and Practice, 5(19), 34-43.
  • Eroglu, C., & Unlu, H. (2015). Self-efficacy: Its effects on physical education teacher candidates’ attitudes toward the teaching profession. Educational Sciences: Theory & Practice, 15(1), 201-212.
  • Eskibağ, A. İ. (2014). Öğretmenlerin denetim uygulamalarına dönük görüşlerinin mesleki doyum ve tutum açısından incelenmesi [İstanbul Sabahattin Zaim Üniversitesi, Sosyal Bilimler Enstitüsü]. İstanbul.
  • Eski, T., Özbal, A. F., & Ektirici, A. (2018). The examination of self-efficacy beliefs of physical education pre-service teachers according to different variables. Turkish Journal of Sport and Exercise, 20(3), 145-151.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: Mc Graw Hill.
  • Fullan, M. (2001). The New Meaning of Educational Change. Routledge.
  • Gencay, O. A. (2015). Teacher efficacy of Turkish physical education teachers. Educational Research and Reviews, 10(9), 1354-1360.
  • Gündüz, Y. (2010). Investigating of attitudes concerning supervisors of administrators and teachers in primary schools. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 11(2), 1-23.
  • Gündüz, Y., Elma, C., & Aslan, H. (2018). Denetime ilişkin tutum ölçeği: Geçerlik ve güvenirlik çalışması. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 28, 31-59.
  • Hart, B. (1982). So that teachers can teach: Assigning roles and responsibilities. Topics in Early Childhood Special Education, 2(1), 1-8.
  • Hasar, M. (2014). İlkokul ve orta okullarda yapılan denetimin okul başarısı ve gelişimine ilişkin yönetici ve öğretmen algılarının incelenmesi [Master's thesis, Eğitim Bilimleri Enstitüsü].
  • Hoque, K. E., Bt Kenayathulla, H. B., D/O Subramaniam, M. V., & Islam, R. (2020). Relationships between supervision and teachers’ performance and attitude in secondary schools in Malaysia. Sage Open, 10(2), 1-11.
  • Iaochite, R. T., & Souza Neto, S. D. (2014). Strength and sources of self-efficacy beliefs by physical education student teachers. Motriz: Revista de Educação Física, 20, 143-150.
  • Kafkas, M. E., Açak, M., Çoban, B., & Karademir, T. (2010). Beden eğitimi öğretmen adaylarının öz yeterlik algıları ile mesleki kaygıları arasındaki ilişki. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 11(2), 93-111.
  • Karaoğlu, İ. B. (2019). Öğretmen Öz Yeterlik Algısı Ölçeği Kısa Formu’nun Türkçe’ye uyarlanması: Geçerlik ve güvenirlik çalışması. The Journal of Academic Social Science, 7(99), 123-139.
  • Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76.
  • Koopmans, M. (2020). Education is a complex dynamical system: Challenges for research. The Journal of Experimental Education, 88(3), 358-374.
  • Koparan, Ş., Şahin, E., & Kuter, F. (2010). A comparison on of self-efficacy perception and social physical anxiety levels of teacher candidates at physical education department. Procedia-Social and Behavioral Sciences, 2(2), 3932-3937.
  • Kurka, A., & Berhanu, E. (2019). Attitude of teachers towards school-based ınstructional supervision at secondary schools of Wolaita Zone. Research on Humanities and Social Sciences, 9(15), 35-54.
  • Lieberman, A., & Miller, L. (2005). Teachers as leaders. The Educational Forum, 69(2), 151-162.
  • Memduhoğlu, H. B. (2012). Öğretmen, yönetici, denetmen ve öğretim üyelerinin görüşlerine göre Türkiye’de eğitim denetimi sorunsalı. Kuram ve Uygulamada Eğitim Bilimleri, 12(1), 135-156.
  • Mireles-Rios, R., & Becchio, J. A. (2018). The evaluation process, administrator feedback, and teacher self-efficacy. Journal of School Leadership, 28(4), 462-487.
  • Mital, P., Moore, R., & Llewellyn, D. (2014). Analyzing K-12 education as a complex system. Procedia Computer Science, 28, 370-379.
  • Mouton, A., Hansenne, M., Delcour, R., & Cloes, M. (2013). Emotional intelligence and self-efficacy among physical education teachers. Journal of Teaching in Physical Education, 32(4), 342-354.
  • Nolan, J., & Hoover, L. A. (2005). Teacher supervision and evaluation. Hoboken.
  • Norris, J., van der Mars, H., Kulinna, P., Amrein-Beardsley, A., Kwon, J., & Hodges, M. (2017). Physical education teacher perceptions of teacher evaluation. The Physical Educator, 74(1), 41-62.
  • Ogrodnik, J., Przybyła, E., & Herman, E. (2018). the self-efficacy of physical education teacher candidates. Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika, 16, 293-304.
  • Ozkan, H., Dalli, M., Bingol, E., Metin, S. C., & Yarali, D. (2014). Examining the relationship between the communication skills and self-efficacy levels of physical education teacher candidates. Procedia-Social and Behavioral Sciences, 152, 440-445.
  • Öncü, E. (2019). An examination of Turkish physical education teachers’ interpersonal self-efficacy beliefs. Physical Education of Students, 23(1), 37-44.
  • Özdemir, N., & Özkan, G. (2018). The ınvestigation of the relationship between physical education and sports teacher candidates' communication skills and their teacher self-efficacy perceptions. Online Submission, 11(33), 1139-1156.
  • Oudat, M. A. (2021). The supervisory competencies of physical education supervisors from the point of view of physical education teachers. International Journal of Human Movement and Sports Sciences 9(2), 185-193.
  • Phan, N. T. T., & Locke, T. (2015). Sources of self-efficacy of Vietnamese EFL teachers: A qualitative study. Teaching and Teacher Education, 52, 73-82.
  • Rahmany, R., Hasani, M. T., & Parhoodeh, K. (2014). EFL teachers’ attitudes towards being supervised in an EFL context. Journal of Language Teaching and Research, 5(2), 348-359.
  • Sallabaş, S. (2021). The relationship between school climate and teachers attitudes towards supervision [Ondokuz Mayıs Üniversitesi, Lisansüstü Eğitim Enstitüsü]. Samsun.
  • Sherrill, J. A. (1999). Preparing teachers for leadership roles in the 21st century. Theory Into Practice, 38(1), 56-61.
  • Silva, A. J. D., Iaochite, R. T., & Azzi, R. G. (2010). Physical Education student teacher's self-efficacy beliefs. Motriz: Revista de Educação Física, 16, 942-949.
  • 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., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
  • Tankı, A. (2016). İlkokul Öğretmenlerinin Denetmenlere Yönelik Yeterlik Algıları ve Tutumlarının İncelenmesi (Master's thesis, Eastern Mediterranean University-Doğu Akdeniz Üniversitesi). Kuzey Kıbrıs Türk Cumhuriyeti.
  • Turan, M. B., Pepe, O., & Bahadir, Z. (2015). Investigating self-efficacy levels of physical education and sports teachers in terms of some variables. Science, Movement and Health, 15(2), 158-163.
  • Uslu, S. (2021). Öğretmenlerin denetime ilişkin tutumları [Tezsiz yüksek lisans projesi, Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü]. Denizli.
  • Usta, M. E., & Özyurt, D. (2021) Yönetici ve öğretmen görüşlerine göre okul denetiminde yaşanan sorunlar ve çözüm önerileri. Mustafa Kemal Üniversitesi Eğitim Fakültesi Dergisi, 5(7), 35-61.
  • Valli, L., & Buese, D. (2007). The changing roles of teachers in an era of high-stakes accountability. American Educational Research Journal, 44(3), 519-558.
  • Xiong, Y., Sun, X. Y., Liu, X. Q., Wang, P., & Zheng, B. (2020). The influence of self-efficacy and work input on physical education teachers’ creative teaching. Frontiers in Psychology, 10, 2856.
  • Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015.
Toplam 58 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Gülsüm Yılmaz 0009-0003-4456-6591

Leyla Saraç 0000-0002-8593-6873

Erken Görünüm Tarihi 17 Ağustos 2023
Yayımlanma Tarihi 31 Ağustos 2023
Gönderilme Tarihi 1 Kasım 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 10 Sayı: 2

Kaynak Göster

APA Yılmaz, G., & Saraç, L. (2023). The Relationship between Attitudes Towards Supervision and Perceived Self-Efficacy in Physical Education Teaching Majors. E-Kafkas Journal of Educational Research, 10(2), 196-209. https://doi.org/10.30900/kafkasegt.1198008

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