TY - GEN
T1 - Comparison of sense of efficacy for pre-service and in-service teachers
AU - Sen, Senol
PY - 2019
Y1 - 2019
N2 - The aim of this study was to compare the sense of efficacy for pre-service and in-service teachers. The study was conducted with 64 pre-service (32 chemistry and 32 mathematics) and 64 in-service teachers (32 chemistry and 32 mathematics). The short version of the Teachers' Sense of Efficacy Scale (TSES) was used as a data collection tool. The scale was consisted of 12-items divided into three sub-scales, named as Efficacy for instructional Strategies, Efficacy for Classroom Management, and Efficacy for Student Engagement. An independent-samples t-test was used to compare the sense of efficacy scores for pre-service and in-service teachers. According to independent samples t-test analysis, there was only a statistically significant difference in Efficacy for Classroom Management scores for pre-service (M = 25.64, SD = 5.4) and in-service teachers (M = 28.06, SD = 2.17; t (126) = -3.329, p = .001, two-tailed). However, there was no significant difference in Efficacy for Instructional Strategies and Efficacy for Student Engagement scores for pre-service and in-service teachers.
AB - The aim of this study was to compare the sense of efficacy for pre-service and in-service teachers. The study was conducted with 64 pre-service (32 chemistry and 32 mathematics) and 64 in-service teachers (32 chemistry and 32 mathematics). The short version of the Teachers' Sense of Efficacy Scale (TSES) was used as a data collection tool. The scale was consisted of 12-items divided into three sub-scales, named as Efficacy for instructional Strategies, Efficacy for Classroom Management, and Efficacy for Student Engagement. An independent-samples t-test was used to compare the sense of efficacy scores for pre-service and in-service teachers. According to independent samples t-test analysis, there was only a statistically significant difference in Efficacy for Classroom Management scores for pre-service (M = 25.64, SD = 5.4) and in-service teachers (M = 28.06, SD = 2.17; t (126) = -3.329, p = .001, two-tailed). However, there was no significant difference in Efficacy for Instructional Strategies and Efficacy for Student Engagement scores for pre-service and in-service teachers.
KW - Self-efficacy
UR - https://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=performanshacettepe&SrcAuth=WosAPI&KeyUT=WOS:000567712600019&DestLinkType=FullRecord&DestApp=WOS_CPL
U2 - 10.1051/shsconf/20196601019
DO - 10.1051/shsconf/20196601019
M3 - Conference contribution
VL - 66
T3 - Shs Web Of Conferences
BT - Erpa International Congresses On Education 2019 (erpa 2019)
A2 - Onder, I
A2 - Besoluk, S
A2 - Caliskan, H
A2 - Masal, E
PB - Editorial Department of Journal of Peking University (Health Sciences)
T2 - ERPA International Congresses on Education (ERPA)
Y2 - 19 June 2019 through 22 June 2019
ER -