The Role of Teacher Knowledge and Attitudes Related to Teacher Job on Professional Qualifications and Job Self-Efficacy Student-Teachers of Farhangian University of Tabriz

Document Type : Research Paper

Authors

1 Associate Professor in Educational Administration, Department of Education, Azarbaijan Shahid Madani University, Tabriz, Iran

2 Azarbaijan Shahid Madani University Kilometere 35 , Tabriz / Azarshahr Road Tabriz

3 PhD. in Educational Administration, Department of Educational Sciences, Faculty of Literature and Humanities, Urmia University, Urmia, Iran

Abstract

The purpose of this study was to investigate the role of teacher knowledge and attitudes related to the job of a teacher on professional qualifications and job self-efficacy among students and teachers of Farhangian University. This research has been done in terms of applied purpose and descriptive-correlation method based on structural equation modeling. The statistical population of the present study included all 2437 student-teachers of Tabriz Farhangian University in the academic year of 2019-2020 who were studying in the campuses of Farhangian University in this city. The sample size was determined using Morgan table 335 people and using stratified random sampling method, questionnaires were distributed among student-teachers.In order to collect research data from teacher self-efficacy questionnaires of Shannon-Moran and Hui , Mullah-Nejad professional qualifications, Sahin educational and content knowledge and attitude Applied to the teaching profession of Astner et al. . Data analysis was performed at two levels of descriptive (frequency, percentage, mean and standard deviation) and inferential using SPSS and AMOS software. The results showed that teacher knowledge in professional competence (β= 0.29) and job self-efficacy (β= 0.24), teacher's job attitude in professional competence (β= 0.37) and job self-efficacy (β = 0.51) Student-teacher has a positive and significant effect.

Keywords

References

Adli, F. (2015). Improving the teacher professional competence with a pedagogical content knowledge. The Journal of Theory and Practice in Teachers Education, 1(1), 79-87. [In Persian] DOR: 20.1001.1.26457156.1394.1.1.6.0
Ahmad, N. (2011). Attitude of Student Teachers towards Teaching in relation to Academic Achievement. All India Khilafat committee college of education, Mumbai.
Akdemir, Ö, A. (2018). An Investigation of the Relationship between Prospective Teachers' Self-Efficacy Beliefs and their Attitudes towards Teaching Profession. Journal of Education and­­­ e-Learning Research, 5(3), 157-164. https://doi.org/10.20448/journal.509.2018.53.157.164
Ali Ahmadi, G., Amini Zarrin, A., & Mahdizade Tehrani, A. (2016). An overview of teacher knowledge types from the viewpoint of connoisseurship theory and its relation with educational technology: A descriptive-analytic study. Journal of Educational Innovations, 15(4), 7-28. [In Persian]
Asadian, S., Ghasemzadeh Alishahi, A., & Gholizadeh, H. (2017). The Role of Professional Ethics and Professional Qualifications on Teacher’s Self-Efficacy. Ethics in Science and Technology, 12(3), 34-44. [In Persian] DOR: 20.1001.1.22517634.1396.12.3.5.4
Bibak, E., Bakhshayesh, A., & Barzegarbfrooee, K. (2014). The role of personality traits, quality of education and individual strengths in pre-service teachers' attitudes towards teaching profession. Educational and Scholastic studies, 3(2), 9-31. [In Persian] DOR:  20.1001.1.2423494.1393.3.2.1.9
Blömeke, S., & Kaiser, G. (2014). Theoretical Framework, Study Design and Main Results of TEDS-M. In Blömeke, S., Hsieh, F.-J., Kaiser, G., Schmidt, W.H. (2014). International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn. Springer Netherlands.
Blömeke, S., Hsieh, F. J., Kaiser, G., & Schmidt, W. H. (2014). International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn. Netherlands. https://doi.org/10.1007/978-94-007-6437-8
Chegini Nejad, E. (2012). The relationship between the level of professional qualification and self-efficacy and motivation to improve among elementary teachers in Karaj city. Master's thesis Submitted in Faculty of Psychology and Educational Sciences, Islamic Azad University, Central Tehran Branch. [In Persian]
Demir E. (2016). Evaluation of professional personality competence of physical education teachers working in secondary schools by students. Journal of Education and Training Studies, 4(2), 60-66. https://doi.org/10.11114/jets.v4i2.1116
Dinarvand, A., & Golzari, Z. (2019). The effect of flipped instruction on teachers’ professional attitudes and self-efficacy. Technology of Education Journal (TEJ), 14(1), 145-156. [In Persian] https://doi.org/10.22061/jte.2018.3987.1968
Farzaneh, M., Poorkarimi, J., & Ezati, M. (2015). Studying Relationship between Professional Competencies and Psychological Empowerment of High School Teachers in the County of Shirvan. Research in School and Virtual Learning, 2(8), 69-88. [In Persian] DOR: 20.1001.1.23456523.1394.2.8.5.1
Fazeli, A., & Mehrmohammadi, M. (2015). The nature of teaching knowledge and teachers knowledge; compare the viewpoints of Lee Shulman and Gary Fenstermacher. Foundations of Education, 5(1), 30-46. [In Persian] https://doi.org/10.22067/fe.v5i1.22259
Fereday, J., Muir , E. (2006). The role of performance feedback in the self-assessment of nursing competence: A research study with nursing clinicians. Contemporary Educational Psychology, 25, 70 -553. https://doi.org/10.1016/S1322-7696(08)60511-9
Ghaderi, A., & Shapoorjani, F. (2019). Investigating the relationship between self-efficacy beliefs and teachers' professional qualifications. the first conference on curriculum planning and mind training in teacher training, Gorgan. [In Persian]
Hejazi, E., Sadeghi, N., & Khaki, S. (2012). A study on the relationship between teachers’ job attitude, sense of efficacy and collective efficacy with their job commitment. Journal of Educational Innovations, 11(2), 7-30. [In Persian]
Hilfert-Rüppell, D., Meier, M., Horn, D., & Höner, K. (2021). Professional Knowledge and Self-Efficacy Expectations of Pre-Service Teachers Regarding Scientific Reasoning and Diagnostics. Education Sciences, 11, 629. https://doi.org/10.3390/ educsci11100629.
Islam, H. A. S., & Tan, K. E. (2012). Pre-service teachers’ level of competence and their attitudes towards the teaching profession. Asian Journal of Social Sciences & Humanities (AJSSH), 1(3), 14-22.
Keshavarz, L., Barazadeh, H., & Molajafari, A. (2016). Determining the Predictor Factors of Carrier Self-Efficacy among Tehran Sport Board’s Managers. Sport Management Studies, 6(27), 199-218. [In Persian]
Koirala, H. P., Davis, M., & Johnson, P. (2008). Development of a performance assessment task and rubric to measure prospective secondary school mathematics teachers’ pedagogical content knowledge and skills. Journal of Mathematics Teacher Education, 11(2), 127-138. https://doi.org/10.1007/s10857-007-9067-3
Kömür, Ş. (2010). Teaching knowledge and teacher competencies: a case study of Turkish preservice English teachers. Teaching Education, 21(3), 279–296. https://doi.org/10.1080/10476210.2010.498579
Kula, S. S. (2022). The predictive relationship between pre-service teachers’ self-efficacy belief, attitudes towards teaching profession and teaching motivation. International Journal of Contemporary Educational Research, 9(4), 705-718. https://doi.org/10.33200/ijcer.1068573
Lauermann, F., & Konig, J. (2016). Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout. Learning and Instruction, 45, 9-19. https://doi.org/10.1016/j.learninstruc.2016.06.006
Leader-Janssen, E. M., & Rankin-Erickson, J. L. (2013). Preservice Teachers’ Content Knowledge and Self-Efficacy for Teaching Reading. Literacy Research and Instruction, 52(3), 204–229. https://doi.org/10.1080/19388071.2013.781253
Lee, M., & Tsai, C. (2010). Exploring teachers’ perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38, 1–21. https://doi.org/10.1007/s11251-008-9075-4
Majedi, P., Naderi, E., & Seifnaraghi, M. (2019). Designing a model of teacher competencies in accordance with global characteristics and validating it from the viewpoint of educational experts and exemplary teachers of schools in Tehran. School Administration, 7(1), 84-104. [In Persian] https://doi.org/10.34785/J010.1398.309
Mesrabadi, J., Yarmohammedzadeh, P., & Azimpour, E. (2018). Impact Model Self-Determination Job Motivation of Teachers the Use of Instructional and Disciplinary Strategies. Journal of Instruction and Evaluation, 11(41), 13-29. [In Persian]
Mirkamali, S. M., Narenji Thani, F., & Asadi, S. (2019). Evaluation of professional competences of elementary teachers "from the perspective of administrators" in Markazi province. School Administration, 7(3), 86-69. [In Persian] https://doi.org/10.34785/J010.1398.600.
Mirkamali, S. M., Pourkrimi, J., Farastkhah, M., and Namdari Pejman, M. (2018). Designing a quality assurance model for student-teacher educational planning in Farhangian University. Journal of Educational Planning Studies, 6(12), 65-88. [In Persian] https://doi.org/10.22080/eps.2018.1786
Mohammadi, M. (2014). The relationship between career attitude and professional self-efficacy of second-year girls' secondary school teachers in Khorramabad city. The third national conference on sustainable development in educational sciences and psychology, social and cultural studies, Tehran. [In Persian]
Mollaeenezhad, A. (2012). The desired professional qualifications of primary school trainee teachers. Journal of Educational Innovations, 11(4), 33-62. [In Persian]
Murathan, T., & Özdemir, K. (2017). Investigation of the Attitudes of Physical Education Teacher Candidates toward Teaching Profession and Sense of Competence in Terms of Some Variables. Journal of Education and Learning, 6(4), 229-238. https://doi.org/10.5539/jel.v6n4p229
Nasiri, F., & Moradisafar, A. (2018). Studying the Relationship between Teachers' Professional Qualities and Students' Entrepreneurial Motivation and Spirit. Teacher Professional Development, 3(1), 105-119. [In Persian] DOR: 20.1001.1.24765600.1397.3.1.6.8
Pringle, R. M., Dawson, K., & Ritzhaupt, A. D. (2015). Integrating Science and Technology: Using Technological Pedagogical Content Knowledge as a Framework to Study the Practices of Science Teachers. Journal of Science Education and Technology, 24, 648–662. https://doi.org/10.1007/s10956-015-9553-9
Rahimi, H., Kasaee, A., & Asadpour, E. (2019). Investigating the Role of Job Engagement and Job Self-Efficacy with Job-Family Conflict in Female Nurses of Tehran. Avicenna Journal of Nursing and Midwifery Care, 26(6), 366-376. [In Persian] https://doi.org/10.30699/sjhnmf.26.6.366
Ramazanzade, K., Ayati, M., Abedi, F., & shokohifard, H. (2021). Elaborating on the Pedagogical Knowledge Achievement in a Clinical training: A Grounded Study. Journal of Medical Education Development, 13(39), 23-34. [In Persian] https://doi.org/10.29252/edcj.13.39.23
Rauf, A. (2008). Teacher training and internship (1nd ed). Tehran: Ravan Publications. [In Persian]
Rezaei, M., & Zeinabadi, H. (2012). Organizational wellbeing of the school and the students' achievement: a causal model. The Journal of New Thoughts on Education, 8(2), 65-90. [In Persian] https://doi.org/10.22051/jontoe.2012.252
Safari, S. S. (2018). Identifying the Relationship Female Secondary School Teachers' Metacognitive Beliefs and Professional Self-Efficacy on One Side and their Professional Qualifications in the City of Aleshtar on the other Side. Teacher Professional Development, 3(3), 19-32. [In Persian] DOR:  20.1001.1.24765600.1397.3.3.2.8
Safarizanjani, N., Kazemzadeh Beytali, M., Hasani, M., & Namazpour, M. (2017). The study of the relationship between Professional Development of staffs and Self-efficacy and the types of Management Power in Islamic Azad University of Urmia. Iranian Journal of Public Administration Mission, 8(27), 1-12. [In Persian]
Safi, A. (2008). The image of the teacher (respecting the personality, qualifications, skills, memories and experiences of teachers). Tehran: Publications of the Association of Parents and Teachers. [In Persian]
Sahin, I. (2011). Development of Survey of Technological Pedagogical and Content Knowledge (TPACK). The Turkish Online Journal of Educational Technology, 10(1), 97-105.
Samadi, M. (2013). The Study Role of Teacher Professional Knowledge & Self-efficacy on Relationship Positive & Negative Styles with Their Students. Journal of Educational Psychology Studies, 10(17), 105-126. [In Persian] https://doi.org/10.22111/jeps.2013.1449.
Seyed Javadin, S. R. (2008). General theories of organization and management (1nd ed). Tehran: Negah Danesh Publications. [In Persian]
Sharp, A. C., Brandt, L., Tuft, E. A., & Jay, S. (2016). Relationship of Self-efficacy and Teacher Knowledge for Prospective Elementary Education Teachers. Universal Journal of Educational Research, 4(10), 2432-2439. https://doi.org/10.13189/ujer.2016.041022
Tai, P., & Lee, O. (2015). Applying Technological Pedagogical and Content Knowledge (TPACK) model to develop an online English writing course for nursing students. Nurse Education Today, 35, 782–788. https://doi.org/10.1016/j.nedt.2015.02.016
Turani, H. (2017). Process management in school (4nd ed). Tehran: Danesh Publications. [In Persian]
Üstüner, M. (2017). Personality and Attitude towards Teaching Profession: Mediating Role of Self Efficacy. Journal of Education and Training Studies, 5(9), 70-82.  https://doi.org/10.11114/jets.v5i9.2536
Üstüner, M., Demirtaş, H., & Cömert, M. (2009). The attitudes of prospective teachers towards the profession of teaching: The case of İnönü University, Faculty of Education. Education and Science, 34(151), 140-155.
Uyanık, G. (2016). Investigation of the Self-Efficacy Beliefs in Teaching Science and Attitudes towards Teaching Profession of the Candidate Teachers. Universal Journal of Educational Research, 4(9), 2119-2125. https://doi.org/10.13189/ujer.2016.040924
Venkatraman, G., Ravi, R., & Rajasekaran, R. (2018). International Trends in Teacher Competency Research: A Review. International Journal of Pure and Applied Mathematics, 119(7), 2591-2600.
Wilson, S. M., Shulman, L. S., & Richert, A. E. (1987). 150 different ways” of knowing: Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers’ thinking. London: Cassell (104–124).
Yang, X., Kaiser, G., König, J., & Blömeke, S. (2020). Relationship between Chinese Mathematics Teachers’ Knowledge and Their Professional Noticing. International Journal of Science and Mathematics Education. 19(5), https://doi.org/10.1007/s10763-020-10089-3
Yenice, N. (2009). Search of science teachers’ efficacy and self-efficacy levels relating to science teaching for some variables. Procardia Social and Behavioral Sciences, 1, 1062–1067. https://doi.org/10.1016/j.sbspro.2009.01.191
Zakirovra, R. (2016). Structure of Primary School Teachers Professional Competence. International Journal of Environment & Science Education, 11(6), 1167-1173. https://doi.org/10.12973/ijese.2016.386a

Files

Share

How to cite

Statistics