THE RELATIONSHIP BETWEEN BUREAUCRATIC SCHOOL STRUCTURES AND TEACHER SELF-EFFICACY

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KILINÇ A. Ç., KOŞAR S., Er E., ÖĞDEM Z.

MCGILL JOURNAL OF EDUCATION, cilt.51, sa.1, ss.615-634, 2016 (ESCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 51 Sayı: 1
  • Basım Tarihi: 2016
  • Doi Numarası: 10.7202/1037362ar
  • Dergi Adı: MCGILL JOURNAL OF EDUCATION
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), MLA - Modern Language Association Database
  • Sayfa Sayıları: ss.615-634
  • Gazi Üniversitesi Adresli: Evet

Özet

The purpose of this study was to examine the relationship between bureaucratic school structures and teachers' self-efficacy. Participants included 252 teachers from 15 primary schools in Ankara, Turkey. Mean, standard deviation, correlation, and regression analyses were conducted. Results indicated that bureaucratic school structures and teacher self-efficacy were positively and significantly correlated and a bureaucratic school structure was a significant indicator of teacher self-efficacy. The results of the study are discussed with a focus on improving teacher self-efficacy.