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Öz Liderliğin Öz Yeterlilik ve Üniversite Bağlılığına Etkisi: Müzik Öğretmeni Adayları Üzerinde Bir Araştırma

Year 2023, Volume: 5 Issue: 2, 440 - 453, 30.09.2023
https://doi.org/10.38151/akef.2023.63

Abstract

Bu çalışmanın amacı, öz liderlik, öz yeterlik ve üniversite bağlılığı değişkenleri arasındaki ilişkiyi ve birbirleri üzerindeki etkilerini bulmaktır. Bu doğrultuda, araştırmacılar tarafından oluşturulan kavramsal modelleri inceleyen ilişkisel tarama modeli kullanılmıştır. Araştırmanın örneklem, 1390 müzik öğretmen adayından oluşmaktadır. Araştırmanın örnekleminde 349 müzik öğretmeni adayı bulunmaktadır. Araştırmanın örneklemi için 10 üniversite seçilmiştir. Öğrencilerin katılımı için basit bir rastgele örnekleme yöntemi kullanılmıştır. Hipotezleri test edebilmek için yapısal denklem modeli oluşturulmuştur. Faktör ve madde sayılarını bulmak için doğrulayıcı faktör analizi yapılmıştır. Veriler, aşırı değerler açısından değerlendirildi ve mahalonobis değerlerine göre 16 veri analizden çıkarılmıştır. Alt boyutların çarpıklık ve basıklık katsayıları, verilerin tek değişkenli normal varsayımını karşılayıp karşılamadığını belirlemek için incelenmiştir. Araştırmada müzik öğretmeni adaylarının öz liderlik davranışları, öz yeterliklerini olumlu ve anlamlı bir şekilde etkilediği sonucuna ulaşılmıştır. Diğer bir sonuca göre, müzik öğretmeni adaylarının öz liderlik davranışları, üniversite bağlılıklarını olumlu ve anlamlı bir şekilde etkilediği bulgulanmıştır. Ayrıca, müzik öğretmeni adaylarının öz yeterliği, üniversite bağlılıklarını olumlu ve anlamlı bir şekilde etkilediği sonucuna varılmıştır. Öz liderlik, öz yeterlik ve üniversite bağlılığının önemli birer yordayıcısı olduğu sonucu elde edilmiştir. Ayrıca öz yeterlik üniversite bağlılığı için önemli bir yordayıcı olduğu sonucuna varılmıştır.

References

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The Effect of Self-Leadership on Self-Efficacy and University Commitment: A Study on Preservice Music Teachers

Year 2023, Volume: 5 Issue: 2, 440 - 453, 30.09.2023
https://doi.org/10.38151/akef.2023.63

Abstract

The aim of this study was to find out the relationship among variables self-leadership, self-efficacy and university commitment and their effects on each other. Accordingly, correlational survey model was used as the relationships among variable. It examines conceptual models created by researchers. The population included 1390 preservice music teachers. There were 349 preservice music teacher in the population of the research. The research’s sample consisted of 10 universities. A simple random sample was chosen for the participation of the students. Structural equation model was created with the hypotheses. Confirmatory factor analysis was used to find out the factor and item numbers of the them. The data were evaluated in terms of extreme values and 16 data were excluded according to mahalonobis values. The skewness and kurtosis coefficients of the sub-dimensions were examined to determine whether the univariate normality assumption of the data was met. According to the first result, music teacher candidates' self-leadership behaviors positively and significantly affected their self-efficacy. According to second result, preservice music teachers’ self-leadership behaviors positively and significantly affected their university engagement. According to the third result, it was concluded that the self-efficacy of the preservice music teacher affected their university commitment positively and significantly. Self-leadership was an important predictor of self-efficacy and university commitment, and self-efficacy was an important predictor of university commitment.

References

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  • Alves, J. C., Lovelace, K. J., Manz, C. C., Matsypura, D., Toyasaki, F., & Ke, K. G. (2006). A cross-cultural perspective of self-leadership. Journal of Managerial Psychology, 21(4), 338-359.
  • Anderson, J. S., & Prussia, G. E. (1997). The self-leadership questionnaire: Preliminary assessment of construct validity. Journal of Leadership Studies, 4(2), 119-143.
  • Andressen, P., Konradt, U., & Neck, C.P. (2012). The relation between self-leadership and transformational leadership: Competing models and the moderating role of virtuality. Journal of Leadership & Organizational Studies. 19, 68-82.
  • Appleton, J.J., Christenson, S.L., Kim, D., & Reschly, A.L. (2006). Measuring cognitive and psychological engagement: Validation of the student engagement instrument. Journal of University Psychology, 44(5), 427– 445.
  • Archambault, I., Janosz, M., Fallu, J. S., & Pagani, L. S. (2009). Student engagement and its relationship with early high university dropout. Journal of Adolescence, 32(3), 651-670.
  • Ayık, A, Savaş, M., & Yücel, E. (2015). İlkokullarda görev yapan okul müdürlerinin genel öz yeterlik ile örgütsel bağlılık algıları arasındaki ilişkinin incelenmesi. [Examining the relationship between general self-efficacy and organizational commitment perceptions of university principals working in primary universitys]. Uşak Üniversitesi Sosyal Bilimler Dergisi, 8(2), 193-218.
  • Aypay, A. (2010). The Adaptation Study of General Self-Efficacy (GSE) Scale to Turkish. Inonu University Journal of the Faculty of Education, 11(2), 113-131.
  • Balcı, A. (2010). Sosyal bilimlerde araştırma [Research in social sciences]. Ankara: Pegem A Yayıncılık.
  • Bandura, A. (1991), “Social cognitive theory of self-regulation”, Organizational Behavior and Human Decision Processes, 1(50), 248-87.
  • Bandura, A., & Cervone, D. (1986). Differential engagement of self-reactive influences in cognitive motivation. Organizational Behavior and Human Decision Processes, 38(1), 92-113
  • Bartlett, J., Kotrlik, W., & Higgins, C., (2001). Organizational research: Determining appropriate sample size in survey research appropriate sample size in survey research. Information Technology, Learning, and Performance Journal, 19(1), 43-50
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  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. Sage Focus Editions, 1(54), 136-136
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni SPSS uygulamaları ve yorum [Data analysis handbook for social sciences: Statistics, research design SPSS applications and interpretation]. Ankara: Pegem.
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  • Breevaart, K., Bakker, A. B., & Demerouti, E. (2014). Daily self-management and employee work engagement. Journal of Vocational Behavior, 84(1), 31–38. doi:10.1016/j.jvb.2013.11.002.
  • Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). New York: Taylor and Francis.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri [Scientific Research Methods]. Ankara: Pegem Akademi.
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  • Choi, M. H., & Kim, D. H. (2020). Effect of Nunchi, self-leadership and academic self-efficacy on college students’ adaptation to college life. Journal of Korean Society of Dental Hygiene, 20(3), 379-386.
  • Christensen, L., Johnson, R., & Turner, L. (2011). Research methods, design, and analysis. Upper Saddle River, NJ: Pearson Education.
  • Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. The Journal of experimental education, 60(4), 323-337.
  • Conchas, G. (2001). Structuring failure and success: Understanding the variability in Latino university engagement. Harvard Educational Review, 71(3), 475-505.
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There are 90 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Muhammet Emre Kılıç 0000-0001-5511-8573

Mehmet Yaşar Kılıç 0000-0002-8675-5126

Emirhan Şimşek 0000-0003-4342-3073

Publication Date September 30, 2023
Acceptance Date August 17, 2023
Published in Issue Year 2023 Volume: 5 Issue: 2

Cite

APA Kılıç, M. E., Kılıç, M. Y., & Şimşek, E. (2023). The Effect of Self-Leadership on Self-Efficacy and University Commitment: A Study on Preservice Music Teachers. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 5(2), 440-453. https://doi.org/10.38151/akef.2023.63

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