Kolektif Öğretmen Yeterliği İle Etkili Okul Arasındaki İlişkinin İncelenmesi (Ankara İli Örneği)

Abstract

The aim of this study is to examine the relationship between collective teacher efficacy of teachers working in public secondary schools and effective school. To that end, the study asked the opinions of 356 teachers working in public secondary schools in the central districts of Ankara, Turkey during the 2017-2018 academic year. It is highly important how a scientific explanation of the concepts of collective teacher and school efficiency is perceived by educational organizations in Turkish education system. To collect data for exploring the relationship between the variables, the study used “Collective Teacher Efficacy Scale” that was developed by Tschannen-Moran and Barr (2004) and adapted to Turkish by Erdoğan and Dönmez, and “Effective School Scale” developed by Balcı (2002). The data were analyzed by using SPSS software. In the analyses, the study used arithmetic mean, standard deviation, independent samples t-test, one-way analysis of variance (ANOVA), correlation and multiple linear regression analyses. The results of the study indicated that the participants had high collective teacher efficacy. It was found that collective teacher efficacy did not differ significantly among the participants in relation to gender, level of education, work experience in teaching occupation and work experience in their current school. The results of the correlation analyses demonstrated a statistically significant, high positive relationship between collective teacher efficacy and school efficiency. The study came to the conclusion that collective teacher efficacy is a predictor of school efficiency.