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ERIC Number: EJ1280171
Record Type: Journal
Publication Date: 2020
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1949-4289
EISSN: N/A
Available Date: N/A
Transformational Teaching in Higher Education: The Relationship between the Transformational Teaching of Academic Staff and Students' Self-Efficacy for Learning
Educational Policy Analysis and Strategic Research, v15 n4 p350-366 2020
This study examined the the relationship between the transformational leadership behaviors of the faculty members and the students' self-efficacy beliefs in learning based on the opinions of higher education students. The research was carried out with 915 students studying at Yozgat Bozok University and analyzed by quantitative methods. The "Transformational Teaching Scale" (TTS) developed by Tahir (2018) has been adapted to Turkish in order to determine the transformational teaching levels of the instructors. Self-efficacy for Learning Scale (SELS) developed by Klobas, Renzi and Nigrelli (2007) has been adapted to Turkish in order to determine the higher education students' self-efficacy in learning. In the analysis of the data, descriptive statistics and the structural equation model were used. As a result of the research, sub-dimensions of transformational teaching, "considerate intellectual stimulation" and "charisma," were found to have positive relationships with dimensions of self-efficacy for learning, "finding and info processing." It has been determined that the transformational teaching is a significant predictor of learning self-efficacy of students.
International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: http://epasr.penpublishing.net/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A
Author Affiliations: N/A