English language preparatory school instructors' sense of responsibility for students' success and failure

---

Tezin Türü: Yüksek Lisans

Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Eğitim Bilimleri Bölümü, Türkiye

Tezin Onay Tarihi: 2016

Öğrenci: DİLEK BOZU

Danışman: AHMET OK

Özet:

This present study aimed to investigate English language preparatory school instructors’ sense of responsibility for their students’ success and failure, and the relationship between instructors’ self-efficacy beliefs and their sense of responsibility and examine to what extent years of teaching experience, English proficiency scores, teacher self-efficacy and teacher motivation predict instructors’ sense of responsibility for their students’ success and failure. The participants were 207 English instructors working in preparatory schools. Data were collected from foundation and public universities in Ankara. Data collection instruments were Teachers’ Sense of Efficacy Scale, Responsibility for Student Achievement Scale and Teacher Motivation Scale. To analyze the data, descriptive, correlation and hierarchical regression analyses were conducted. The results showed instructors had a moderate level of responsibility for their students’ success and failure. Besides, they showed more responsibility for their students’ success than failure. The results of correlation analysis showed there was a significant and positive relationship between instructors’ self-efficacy beliefs and their sense of responsibility for students’ success while there is no relationship between instructors’ self-efficacy beliefs and their sense of responsibility for students’ failure. Findings of hierarchical regression analysis indicated instructors’ overall sense of responsibility for their students’ success and failure was uniquely predicted by teacher motivation variable. In terms of sense of responsibility for students’ success, the results of the study indicated only teacher self-efficacy variable uniquely had a significant contribution to prediction equation. As for the sense of responsibility for students’ failure, the findings showed that none of the variables significantly predicted it.