Teachers' TPACK Levels and Students' Self-Efficacy as Predictors of Students' Academic Achievement

Autor/inn/en	Akturk, Ahmet Oguz; Ozturk, Handan Saka
Titel	Teachers' TPACK Levels and Students' Self-Efficacy as Predictors of Students' Academic Achievement
Quelle	In: International Journal of Research in Education and Science, 5 (2019) 1, S.283-294 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Pedagogical Content Knowledge; Technological Literacy; Academic Achievement; Self Efficacy; Predictor Variables; Gender Differences; Teaching Experience; Science Instruction; Technology Education; Mathematics Instruction; Turkish; Social Studies; English (Second Language); Second Language Instruction; Student Attitudes; Secondary School Teachers; Secondary School Students; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Technisches Wissen; Schulleistung; Self-efficacy; Selbstwirksamkeit; Prädiktor; Geschlechterkonflikt; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Technisch-naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Türkisch; Gemeinschaftskunde; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schülerverhalten; Sekundarschüler; Ausland; Türkei
Abstract	The aim of the current study is to analyze the relationship among teachers' TPACK levels, students' self-efficacy and the academic achievement. Another purpose of this study is to determine whether there is significant difference in teachers' TPACK levels according to their gender and professional experience. In this study, singular survey model and relational survey model were used. This study was conducted in 3 secondary schools in Konya and Ankara in the first semester of 2014-2015 academic year. A total of 78 teachers working in Science and Technology, Mathematics, Turkish, Social Studies and English branches and 1597 (792 female and 805 male) students attending to the courses of these teachers participated in the current study. This study indicates that the students' academic, social, and emotional self-efficacy with teachers' TPACK levels explain 12% of the academic achievement of students. Academic self-efficacy is the most important variable that influences students' general academic achievement. In addition, the impact of teachers' TPACK levels on academic achievement is higher than students' social and emotional self-efficacy. (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01