THE RELATIONSHIP BETWEEN BUREAUCRATIC SCHOOL STRUCTURES AND TEACHER SELF-EFFICACY
Küçük Resim Yok
Tarih
2016
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Mcgill Univ, Fac Education
Erişim Hakkı
info:eu-repo/semantics/openAccess
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.
Açıklama
Anahtar Kelimeler
Student-Achievement, Beliefs, Sense, Burnout, Curriculum, Leadership, Principals, Attitudes
Kaynak
Mcgill Journal of Education
WoS Q Değeri
N/A
Scopus Q Değeri
Cilt
51
Sayı
1
