Abstracts
Abstract
The purpose of this study was to examine the relationship between bureaucratic school structures and teachers’ self-efficacy. Participants included 252 teachers from 15 primary schools in Ankara, Turkey. Mean, standard deviation, correlation, and regression analyses were conducted. Results indicated that bureaucratic school structures and teacher self-efficacy were positively and significantly correlated and a bureaucratic school structure was a significant indicator of teacher self-efficacy. The results of the study are discussed with a focus on improving teacher self-efficacy.
Résumé
Le but de ce projet de recherche était d’examiner les relations existant entre les structures administratives d’un établissement scolaire et le sentiment d’efficacité des enseignants. 252 enseignants oeuvrant au sein de 15 écoles primaires situées à Ankara (en Turquie) ont participé à cette étude. Pour les fins de cette enquête, les auteurs ont effectué des analyses de la moyenne et de l’écart-type. Ils ont aussi analysé la corrélation et la régression entre les deux facteurs étudiés. Les résultats ont démontré que les structures administratives en place dans une institution scolaire et le sentiment d’efficacité d’un enseignant sont positivement corrélés et que la structure bureaucratique prévalant dans une école est un indicateur significatif du sentiment d’efficacité d’un enseignant. Cet article présente les résultats de cette étude en mettant l’emphase sur l’amélioration du sentiment d’efficacité de l’enseignant.
Appendices
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