THE RELATIONSHIP BETWEEN BUREAUCRATIC SCHOOL STRUCTURES AND TEACHER SELF-EFFICACY

Authors

  • Ali Çağatay Kilinç Karabuk University
  • Serkan Koşar Karabuk University
  • Emre Er Gazi University
  • Zeki Öğdem Ahi Evran University

Keywords:

bureaucracy, bureaucratic school structure, self-efficacy, teacher, primary school

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. 

RELATIONS ENTRE LES STRUCTURES ADMINISTRATIVES D’UNE ÉCOLE ET LE SENTIMENT D’EFFICACITÉ DE L’ENSEIGNANT 

Le but de ce projet de recherche était d’examiner les relations existant entre les structures administratives d’un établissement scolaire et le sentiment d’efficacité des enseignants. 252 enseignants oeuvrant au sein de 15 écoles primaires situées à Ankara (en Turquie) ont participé à cette étude. Pour les fins de cette enquête, les auteurs ont effectué des analyses de la moyenne et de l’écart-type. Ils ont aussi analysé la corrélation et la régression entre les deux facteurs étudiés. Les résultats ont démontré que les structures administratives en place dans une institution scolaire et le sentiment d’efficacité d’un enseignant sont positivement corrélés et que la structure bureaucratique prévalant dans une école est un indicateur significatif du sentiment d’efficacité d’un enseignant. Cet article présente les résultats de cette étude en mettant l’emphase sur l’amélioration du sentiment d’efficacité de l’enseignant.

Author Biographies

Ali Çağatay Kilinç, Karabuk University

ALI ÇAĞATAY KILINÇ received his Bachelor Degree from Gazi University (Faculty of Education, Department of English Language Teaching). He earned his MA in 2010 and PhD in 2013 from Gazi University’s Institute of Educational Sciences. He worked as an English teacher in Tosya Namık Kemal Primary School (2006-2011) and as a research assistant in Gazi University’s Department of Educational Sciences (2011-2013). He is currently employed as a faculty member in Karabuk University (Faculty of Letters, Department of Educational Sciences). His research interests include educational leadership, teacher professionalism, teacher motivation, organizational climate and culture, organizational commitment, and school capacity. cagataykilinc@karabuk.edu.tr

ALI ÇAĞATAY KILINÇ détient un baccalauréat de la Gazi University (Faculté de l’éducation, département de l’enseignement de l’anglais). Il a obtenu son diplôme de maîtrise en 2010 et son doctorat en 2013 à l’Institut des sciences de l’éducation de la Gazi University. De 2006 à 2011, il a travaillé comme enseignant de l’anglais à l’école primaire Tosya Namık Kemal, puis a été assistant de recherche au département des sciences de l’éducation de la Gazi University de 2011 à 2013. Kilinç est actuellement à l’emploi de la Karabuk University, en tant que membre du corps professoral de la faculté des lettres (département des sciences de l’éducation). Comme chercheur, il s’intéresse particulièrement au leadership en éducation, au professionnalisme enseignant, à la motivation des enseignants, au climat et à la culture organisationnels, à l’engagement organisationnel et à la capacité des établissements scolaires. cagataykilinc@karabuk.edu.tr

Serkan Koşar, Karabuk University

SERKAN KOŞAR received his Bachelor Degree from Gazi University (Faculty of Education, Department of Classroom Teaching). He earned his MA in 2008 and PhD in 2012 from Gazi University’s Institute of Educational Sciences. He worked as a primary school teacher in Saraykent Benli Primary School (2005-2006). He is currently employed as a research assistant in Gazi University (Faculty of Education Department of Educational Sciences). His research interests include power styles, organizational culture, organizational commitment, influences, and political tactics. skosar@gazi.edu.tr

SERKAN KOŞAR a obtenu son baccalauréat à la Gazi University (Faculté de l’éducation, département de l’enseignement en classes). Il a complété sa maîtrise en 2008 et son doctorat en 2012 à l’Institut des sciences de l’éducation de la Gazi University. Enseignant au primaire à l’École élémentaire Saraykent Benli en 2005-2006, il est présentement assistant de recherche au département des sciences de l’éducation de la Gazi University. Ses intérêts de recherche sont les styles de pouvoir, la culture et l’engagement organisationnels, ainsi que les tactiques politiques et d’influence.  skosar@gazi.edu.tr

Emre Er, Gazi University

EMRE ER received his Bachelor Degree from Gazi University (Faculty of Education, Department of Chemistry Teaching) in 2010. He earned his MA in 2013 and is a PhD candidate since 2013 in Gazi University’s Institute of Educational Sciences. He is currently employed as a research assistant in Gazi University (Faculty of Education Department of Educational Sciences). His research interests include organizational change, social network theory, school development, and school change capacity. emreer@gazi.edu.tr

EMRE ER un diplômé de la Gazi University où il a complété son baccalauréat en 2010 (Faculté de l’éducation, département de l’enseignement de la chimie) et sa maîtrise en 2013. Il poursuit des études doctorales à l’Institut des sciences de l’éducation de la Gazi University depuis 2013. Il travaille aussi comme assistant de recherche au département des sciences de l’éducation de la Faculté de l’éducation de la Gazi University. En tant que chercheur, il s’intéresse au changement organisationnel, à la théorie des réseaux sociaux, au développement scolaire et à la capacité de changement des écoles. emreer@gazi.edu.tr

Zeki Öğdem, Ahi Evran University

ZEKI ÖĞDEM received his Bachelor Degree from Burdur MAKU University (Faculty of Education, Department of Science Teaching). He earned his MA in 2007 from Suleyman Demirel University and PhD in 2015 from Gazi University’s Institute of Educational Sciences. He is currently employed as a research assistant in Gazi University (Faculty of Education Department of Educational Science). His research interests include educational leadership, professional learning communities, and organizational learning. zekiogdem15@hotmail.com

ZEKI ÖĞDEM a obtenu son diplôme de baccalauréat de la Burdur MAKU University (Faculté de l’éducation, département des sciences de l’éducation), sa maîtrise de la Suleyman Demirel University en 2007 et son doctorat de l’Institut des sciences de l’éducation de la Gazi University en 2015. Il est actuellement assistant de recherche au département des sciences de l’éducation de la Gazi University. Ses intérêts de recherche sont le leadership éducationnel, les communautés professionnelles d’apprentissage et l’apprentissage organisationnel. zekiogdem15@hotmail.com

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Published

2016-08-09

How to Cite

Kilinç, A. Çağatay, Koşar, S., Er, E., & Öğdem, Z. (2016). THE RELATIONSHIP BETWEEN BUREAUCRATIC SCHOOL STRUCTURES AND TEACHER SELF-EFFICACY. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 51(1). Retrieved from https://mje.mcgill.ca/article/view/9139

Issue

Vol. 51 No. 1 (2016)

Section

Articles

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