THE RELATIONSHIP BETWEEN BUREAUCRATIC SCHOOL STRUCTURES AND TEACHER SELF-EFFICACY
MCGILL JOURNAL OF EDUCATION, vol.51, no.1, pp.615-634, 2016 (ESCI)
- Publication Type: Article / Article
- Volume: 51 Issue: 1
- Publication Date: 2016
- Doi Number: 10.7202/1037362ar
- Journal Name: MCGILL JOURNAL OF EDUCATION
- Journal Indexes: Emerging Sources Citation Index (ESCI), EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), MLA - Modern Language Association Database
- Page Numbers: pp.615-634
- Open Archive Collection: AVESIS Open Access Collection
- Gazi University Affiliated: Yes
Abstract
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.