| dc.contributor.author | Kilinc, Ali Cagatay | |
| dc.contributor.author | Kosar, Serkan | |
| dc.contributor.author | Er, Emre | |
| dc.contributor.author | Ogdem, Zeki | |
| dc.date.accessioned | 2019-11-24T20:35:18Z | |
| dc.date.available | 2019-11-24T20:35:18Z | |
| dc.date.issued | 2016 | |
| dc.identifier.issn | 0024-9033 | |
| dc.identifier.issn | 1916-0666 | |
| dc.identifier.uri | https://dx.doi.org/10.7202/1037362ar | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12513/1770 | |
| dc.description | WOS: 000384887200009 | en_US |
| dc.description.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. | en_US |
| dc.language.iso | eng | en_US |
| dc.publisher | MCGILL UNIV, FAC EDUCATION | en_US |
| dc.relation.isversionof | 10.7202/1037362ar | en_US |
| dc.rights | info:eu-repo/semantics/closedAccess | en_US |
| dc.title | The Relatıonshıp Between Bureaucratıc School Structures And Teacher Self-Effıcacy | en_US |
| dc.type | article | en_US |
| dc.relation.journal | MCGILL JOURNAL OF EDUCATION | en_US |
| dc.contributor.department | Kırşehir Ahi Evran Üniversitesi, Eğitim Fakültesi, Eğitim Bilimleri Bölümü | en_US |
| dc.identifier.volume | 51 | en_US |
| dc.identifier.issue | 1 | en_US |
| dc.identifier.startpage | 615 | en_US |
| dc.identifier.endpage | 634 | en_US |
| dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı | en_US |
