The reasons that prevent teachers' professional competencies from turning into performance
- 30 September 2022
- journal article
- Published by Journal for Educating Gifted Young Scientists (JEGYS) in Journal for the Education of Gifted Young Scientists
- Vol. 10 (3), 523-533
- https://doi.org/10.17478/jegys.1179945
Abstract
The purpose of this research is to examine the reasons that prevent teachers' professional competencies from turning into performance, according to teachers' views. The research was designed in the phenomenology pattern, which is one of the qualitative research designs. The study group of the research consists of 14 teachers working in public schools in Odunpazarı district of Eskişehir province. A semi-structured interview form was used as a data collection tool in the research. Research data were obtained from interviews with teachers. Content analysis technique, which is one of the qualitative data analysis techniques, was used in the analysis of the data. In the research, 7 sub-themes emerged under the theme of obstacles in the transformation of teachers' professional competence into performance. These sub-themes are working conditions, managerial attitudes, legal regulations, personal reasons, student-related reasons, parents-related reasons, and economic reasons. In the research, 7 sub-themes emerged from the opinions of the teachers under the theme of what needs to be done to turn professional competence into performance. These sub-themes are; improving working conditions, things to be done by school administrators, things to be done about lessons, applicable policies and legal regulations, things to be done for students, things to be done by parents, and improving personal and economic rights. When the findings obtained as a result of the research were evaluated, it was seen that multiple factors prevented teachers' professional competencies from turning into performance. In particular, the fact that non-teaching reasons are more than teacher-related reasons shows that non-teaching factors play an important role in teacher performance.Keywords
This publication has 10 references indexed in Scilit:
- Veli Yaklaşımlarının Öğretmen Performansına Etkisiİnsan ve Toplum Bilimleri Araştırmaları Dergisi, 2016
- Burnout and teacher self-efficacy among teachers working in special education institutions in TurkeyEducational Studies, 2014
- Teacher self-efficacy and teacher burnout: A study of relationsTeaching and Teacher Education, 2010
- Self‐efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: a structural equation approachEducational Psychology, 2009
- Is the job satisfaction–job performance relationship spurious? A meta-analytic examinationJournal of Vocational Behavior, 2007
- What Is Competence?Human Resource Development International, 2005
- Self-Efficacy and Burnout in Teaching: The Importance of Interpersonal-Relations EfficacySocial Psychology of Education, 2003
- Teacher self-efficacy: a classroom-organization conceptualizationTeaching and Teacher Education, 2002
- Path(ological) Dependency? Core Competencies from an Organizational PerspectiveBritish Journal of Management, 1998
- Teachers' Sense of Efficacy and the Organizational Health of SchoolsThe Elementary School Journal, 1993