Humility and Forgiveness as Predictors of Teacher Self-Efficacy

Autor/inn/en	Sezgin, Ferudun; Erdogan, Onur
Titel	Humility and Forgiveness as Predictors of Teacher Self-Efficacy
Quelle	In: Educational Research and Reviews, 13 (2018) 4, S.120-128 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Self Efficacy; Predictor Variables; Elementary Secondary Education; Correlation; Teacher Surveys; Self Concept Measures; Teacher Attitudes; Teacher Behavior; Psychological Characteristics; Teacher Characteristics; Foreign Countries; Factor Analysis; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Prädiktor; Korrelation; Lehrerverhalten; Teacher behaviour; Ausland; Faktorenanalyse; Statistische Analyse; Türkei
Abstract	This study explores the predictive influence of teachers' humility and forgiveness on their self-efficacy perceptions. The population of this research consists of teachers who work at public primary and secondary schools located in the central districts of Ankara, Turkey. The sample of the study is composed of 303 primary and secondary school teachers working in central districts of Ankara, Turkey. The research design is a correlational study identifying the direct predictive powers of humility and forgiveness on teacher self-efficacy. Pearson product-moment correlation coefficient identifies the inter-variable exploratory correlations, while path analysis examines the direct predictive powers of these factors on teacher self-efficacy. The analyses show positive and significant relationships among teacher self-efficacy, humility and forgiveness. Humility and forgiveness are found to positively predict teacher self-efficacy. The findings are discussed in the context of teacher self-efficacy and positive psychological state improvement and teacher training. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01