The relationships among kinds of self-construal, vocational efficacy perceptions and preferred teaching styles of elementary school teachers

The Relationships Among Kinds of Self-Construal, Vocational Efficacy Perceptions And Preferred Teaching Styles Of Elementary School TeachersThe aim of the research is to examine the relationships among the kinds of self-construal, perception of vocational efficacy and preferred teaching styles of elementary school teachers. The research is a relational scanning model.The population of the research is consist of teachers who are working in public and private elementary schools in İstanbul. These teachers are working in the department of primary school education, Turkish language, math, social science education, science education, music, art, foreign language, computer education and religious culture and moral knowledge education.The sample was selected by unproportional cluster method. 1691 teachers of above school were participated in the research.The first measurement is Self-Constral Scale it?s used to define the kinds of self-constral of teacher. The scale was developed by Singelis (1994) and adapted to Turkish by Çukur. Cronbach Alpha level is .72 calculated by the researcher.The second scale, Teacher Efficacy Scale, was used to define self-efficacy of teachers. It was developed by Gibson & Dembo (1984) and revised by Guskey & Passaro (1994). Turkish adaptation, validity and reliability analysis were done by Diken (2005). Coefficient consistency value is .71.The third measurement is A Teacher?s Guide to Cognitive Type Theory and Teaching Style. The inventory was used to define teaching styles of teachers, developed by Mamchur (1996) and translated to Turkish by Saban. Reliability analysis was done by the researcher by using test-re-test and Cronbach Alpha coefficiency. The values were .68 and .79 respectively.The order to define personal information of teachers, Personal Information Sheet was also used.The result of the study showed that, perception of self-efficacy of elementary school teachers is different in terms of gender, kind of school and vocational seniority. There is no meaningful difference between perception of self-efficacy and kind of graduated school, the major. Moreover there is no difference between kind of perception of self-efficacy and teaching styles whereas there is a meaningful relationship between teaching styles and kind of self-constral.Key Words: Elementary school teachers, self-construal, perception of self-efficacy, teaching styles.