DETERMINING TEACHING STYLES, SELF-EFFICACY BELIEVES AND JOB SATISFACTION OF TEACHERS

Asuman Seda SARACALOGLU ¹ , Çigdem Aldan KARADEMİR² , Beste Dinçer ³ , Nurhak Cem DEDEBALİ⁴

The main purpose of this research is to determine the teaching styles, self-efficacy levels and job satisfaction of Classroom teachers, Science and Technology and Turkish teachers and to find out if there is a relationship among these variables or not. In this study which was designed as correlational survey method, Grasha-Reichmann Teaching Styles Scale, Teacher Efficacy Scale and Minnesota Job Satisfaction Scale were used as data collection tools. Totally 235 teachers working in Muğla province participated to the study. According study findings, teachers mostly preferred all teaching styles at a high level. There were significant differences found between female and male teachers on behalf of female teachers only for otoriterian teaching style; and for consultant style between teachers having in-service training and those who didn’t on behalf of having in-service training. Also, between teachers’ teaching styles and self-efficacy perceptions there was a positive and significant relation as a moderate level (r=.40); between teachers’ teaching styles and job satisfaction (r=.30) and also between teachers’ self-efficacy and job satisfaction there were positive but low level relations (r=.29) were found.

Keywords
Teaching Style, Job Satisfaction, Self-Efficacy Beliefs, Teacher, Teacher Education,