Effect of web - based problem - centered learning on participants' self - efficacy beliefs and attitudes towards principalship in school administrator training

The main aim of this study is to determine the effect of a web-based problem-centered school administrator training program (WB-PCSAT) on participants' self-efficacy beliefs, attitudes towards web-based learning and principalship. For this aim, an experimental group and a control group were used. Mixed method combining quantitative and qualitative research approach was used in this study. While quantitative data were collected only in the experimental process, qualitative data were collected both in the preparation process and after the experimental research process. Participants of the experimental and the control groups were determined by purposive sampling. Voluntariness, ability to use information and communication technologies effectively and internet accessibility criteria were taken into account for determining the groups participants in the study. There were 33 participants in the experimental group and 31 participants in the control group. Considering the nature of web-based and problem-centered learning, participants in the experimental group was divided into 5 sub-groups (each of sub-groups includes 6 or 7 people). The study was formed in two phases including preparation phase and experimental research process. The preparation phase was the process of planning work to be done before starting the experimental research process and preparing the scenario. In this process, school administrator training model was planned, data of preparation phase were collected and the training portal was developed. In the experimental research process firstly the education portal was presented to experimental group to do PBL activities and pretest was applied. At the end of the educational process post-test was applied and also data on the effectiveness of the program were collected through focus group interviews with the participants. Personal Information Form, Generalized Self-Efficacy Belief Scale, Attitude Towards Web-Based Learning Scale, Attitude Towards Principalship Scale, Program Evaluation Scale, Managerial Problems Faced by School Administrators Determination Form and Focus Group Interview Form on the WB-PCSAT Program Process Evaluation were used to collect the data. According to the findings obtained from the analysis of quantitative data, WB-PCSAT process was significantly and positively affected participants' attitudes towards general and professional self-efficacy beliefs, principalship and web-based learning. According to the findings obtained from the analysis of qualitative data, training process has been greatly met to participants' training needs. Training process has also provided significant contributions to participants' establishing the link between theory and practice and self-directed learning. Based on these results, some suggestions for educational policy makers and practitioners were developed for the use of a web-based problem-centered learning in school administrators' pre-service and in-service training programs.