Investigation of Teachers’ Self-Efficacy Beliefs, Locus of Control and Intercultural Sensitivities from the Perspective of Individual Differences

Abstract

The purpose of this study is to examine the correlation between Teachers' Self-efficacy beliefs, locus of control and intercultural sensitivities and to analyze these variables based on various demographic variables. The data of the study were collected through teachers’ locus of control scale developed by Sadowski, Taylor, Woodward, Peacher, & Martin (1982) adopted into Turkish by Buluş (2011), teachers’ self-efficacy beliefs scale developed by Dellinger, Bobbett, Olivier, & Ellet (2008) adopted into Turkish by Taşkın & Hacıömeroglu (2010) and Intercultural Sensitivity scale developed by Chen & Starosta (2000) adopted into Turkish by Bulduk, Tosun, & Ardıç (2011). The research is a descriptive study in relational screening model. 237 volunteer teachers who worked in different schools all of which are in the city of Bursa participated in the research. According to the results of the research, the self-efficacy beliefs of the teachers participating in the research differ significantly from the variables studied in the scope of the research according to the branch and seniority variables. The intercultural sensitivity of the teachers differed significantly only according to the seniority variable. It has been determined that the level of locus of control of teachers is not significantly different from the variables studied in the scope of the research. It was determined that there was a statistically significant relationship between teachers’ self-efficacy beliefs; intercultural sensitivity and locus of control levels. It was also found that self-efficacy beliefs and intercultural sensitivity variables together account for 30% of change in locus of control.

Locus of Control Analysed with Regards to Non-Traditional Tertiary Students of Education

“…Akkaya and Akyol (2016) found that teachers' perception of ILC is lower than their perception of LOC based on others and luck/faith. Akca et al (2018) tested relationships among self-efficacy beliefs, LOC, and intercultural sensitivities among teachers. They found a positive connection between the level of intercultural sensitivity and the level of LOC (R = 0.436, p < 0.01), and it can be concluded that the level of intercultural sensitivity was higher with individuals having a high level of LOC than with individuals having a low level of LOC.…”

Pensamentos e preocupações de professores de espanhol sobre o retorno às aulas após a pandemia de COVID-19

“…This finding may be related to the greater predisposition of women and young people to the predominance of external locus of control (Çakir, 2017;Taş & İskender, 2018). In turn, this could justify that these sample subgroups perceive, in general, less self-efficacy in their teaching tasks (Akca et al, 2018).…”

The relationship among idiosyncratic deals, psychological empowerment, and internal locus of control: A moderated mediation model

“…Based 10.3389/fpsyg.2022.923874 on Rotter's (1966) classification, the LOC can be internal or external. People with an iLOC (i.e., internals) believe that they are responsible for everything (good or bad) happening in their lives (Levenson, 1974;Akca et al, 2018;Yuwono et al, 2020). Conversely, people with an external LOC (i.e., externals) believe that luck, external forces, or chances are responsible for events in their lives (Dagal and Bayındır, 2017;Yuwono et al, 2020).…”