Investigating the interplay between English language teachers' autonomy, well-being and efficacy
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Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Western Australian Inst Educational Research Inc
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This study investigates the interplay between the concepts of teachers' autonomy, well-being and teacher efficacy by drawing on the perceptions of primary, secondary and high school English teachers working in private and state schools in Turkey. The overarching aim of this study is to investigate these three factors, as perceived by English teachers across school levels and types and thus to identify common experiences among them. The study employed a mixed-methods approach. Using open-ended questions and the scales of teachers' autonomy, well-being and teacher efficacy, the data were collected from 293 English teachers. This study found that autonomy is strongly correlated with teacher efficacy. The findings also show that the teachers' levels of autonomy in state schools were higher. Similarly, findings also indicate that the autonomy secondary school teachers experienced was higher than that of teachers working in primary schools. The study makes a contribution to the field by drawing conclusions about the interplay of these three factors.
Açıklama
Anahtar Kelimeler
Self-Effıcacy, Job-Satısfactıon, Learner Autonomy, Preservıce
Kaynak
Issues in Educational Research
WoS Q Değeri
N/A
Scopus Q Değeri
Cilt
32
Sayı
4