DEVISING A STRUCTURAL EQUATION MODEL OF RELA-TIONS BETWEEN TEACHERS? GOAL ORIENTATIONS, EPISTEMOLOGICAL BELIEFS AND SELF-EFFICACY


ŞEN Ş.

MIER-JOURNAL OF EDUCATIONAL STUDIES TRENDS AND PRACTICES, vol.12, no.1, pp.103-121, 2022 (Peer-Reviewed Journal) identifier

  • Publication Type: Article / Article
  • Volume: 12 Issue: 1
  • Publication Date: 2022
  • Doi Number: 10.52634/mier/2022/v12/i1/2200
  • Journal Name: MIER-JOURNAL OF EDUCATIONAL STUDIES TRENDS AND PRACTICES
  • Journal Indexes: Emerging Sources Citation Index
  • Page Numbers: pp.103-121
  • Keywords: Epistemological Beliefs, Goal Orientations, Teachers, Self Efficacy, ACHIEVEMENT GOALS, PERSONAL EPISTEMOLOGY, HELP-SEEKING, SCIENCE, MOTIVATION, PERCEPTIONS, PREDICTORS, WORK

Abstract

Differences, backgrounds, and characteristics of teachers are essential factors in the teaching and learning environments. Teachers are a vital factor in quality education and an influential component in improving the success of any educational system. The primary purpose of this study is to determine the relationship between the self-efficacy, goal orientations, and epistemological beliefs of teachers. A sample of 375 teachers participated in this study. Path analysis results indicate that their epistemological beliefs correlate with the ability to approach goals, mastery goals, and self-efficacy. The maximum effect of teachers??? mastery goal is on the efficacy of instructional strategies and then on classroom management efficacy.