Teacher self-efficacy according to Turkish cypriot science teachers / created by Cemil Olmez

By:

Olmez, Cemil [author]

Contributor(s):

Ozbas , Serap [author]

Material type: Text

TextSeries: Africa educarion review ; Volume 14, number 3-4,Pretoria: Unisa Press and Routledge, 2017Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

18146627

Subject(s):

Online resources:

Click here to access online

Summary: This study examined the self-efficacy of Turkish Cypriot science teachers working at high schools in Northern Cyprus. The study sample was 200 science teachers who participated in the survey. The Teacher Self-efficacy (TSE) Scale was used as a data source. It was observed that the science teachers’ efficacy beliefs about student engagement in class; instructional strategies; and classroom management did not change depending on their years of teaching experience, and branch of science. Moreover, the teachers’ school level and faculty from which they graduated were significant predictors of their self-efficacy for student engagement and instructional strategies, but gender was not a significant predictor of teacher self-efficacy.

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Item type	Current library	Call number	Vol info	Copy number	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	L81.A33 AFR (Browse shelf(Opens below))	Vol 12, no.3-4 pages 36 to52	SP27694	Not for loan	For in-house use only

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This study examined the self-efficacy of Turkish Cypriot science teachers working at high schools in Northern Cyprus. The study sample was 200 science teachers who participated in the survey. The Teacher Self-efficacy (TSE) Scale was used as a data source. It was observed that the science teachers’ efficacy beliefs about student engagement in class; instructional strategies; and classroom management did not change depending on their years of teaching experience, and branch of science. Moreover, the teachers’ school level and faculty from which they graduated were significant predictors of their self-efficacy for student engagement and instructional strategies, but gender was not a significant predictor of teacher self-efficacy.

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