Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2018, Cilt: 14 Sayı: 4, 316 - 327, 15.12.2018

Öz

Kaynakça

  • Adams, R., Nuevo, A. M., & Egi, T. (2011). Explicit and implicit feedback, modified output, and SLA: does explicit and implicit feedback promote learning and learner–learner interactions? The Modern Language Journal, 95(1), 42-63.
  • Alschuler, A. S. (1980). Teacher Burnout. Analysis and Action Series. NEA Distribution Center, Academic Building, West Haven, CN.
  • Aridah, A., Atmowardoyo, H., & Salija, K. (2017). Teacher Practices and Students’ Preferences for Written Corrective Feedback and Their Implications on Writing Instruction. International Journal of English Linguistics, 7(1), 112.
  • Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.
  • Ashton, P., Webb, R., & Doda, N. (1983). A study of teachers' sense of efficacy: Final report, executive summary. Gainesville: University of Florida, Foundations for Education.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
  • Beuningen, C. G. V., Jong, N. H. D., & Kuiken, F. (2012). Evidence on the effectiveness of comprehensive error correction in second language writing. Language Learning 62(1), 1-41.
  • Bousquet, S. (2012). Teacher Burnout: Causes, Cures and Prevention. Online Submission.
  • Brock, B. L., & Grady, M. L. (2000). Rekindling the flame: Principals combating teacher burnout. Corwin Press.
  • Brophy, J., & Good, T. L. (1984). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of research on teaching (3d ed., pp. 328-375). Washington, DC: American Educational Research Association.
  • Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher education, 16(2), 239-253.
  • Bümen, N. T. (2010). The relationship between demographics, self efficacy, and burnout among teachers. Eurasian Journal of Educational Research, 40, 17-36.
  • Cansoy, R., Parlar, H., & Kılınç, A. Ç. (2017). Teacher Self-Efficacy as a Predictor of Burnout. International Online Journal of Educational Sciences, 9(1).
  • Cohen, L., & Manion, L. (1994). Research methods in education (4th ed). London: Routledge
  • Coskun, A. (2010). A classroom research study on oral error correction. Humanizing Language Teaching Magazine, 12(3).
  • Demirel, M. & Akkoyunlu, B. (2010). Öğretmen adaylarının öğretmenlik mesleğine iliskin öz-yeterlik inançları ve tutumları. Uluslararası Öğretmen Yetistirme Politikaları ve Sorunları Sempozyumu II Bildiriler Kitabı, Hacettepe Üniversitesi, Beytepe‐Ankara, 16-18 Mayıs, 2010.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
  • Doughty, C. (1994). Fine-tuning of feedback by competent speakers to language learners. In J. Alatis (Ed.), Georgetown university round table on languages and linguistics. (pp. 96-108). Washington, DC: Georgetown University Press.
  • Ellis, R. (2006). Researching the effects of form-focussed instruction on L2 acquisition. AILA Review, 19, 18-41.
  • Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1, 3-18.
  • Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36, 353-371.
  • Evers, W. J., Brouwers, A., & Tomic, W. (2002). Burnout and self‐efficacy: A study on teachers' beliefs when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology, 72(2), 227-243.
  • Ferris, D. (2006). Does error feedback help student writers? New evidence on the short and long-term effects of written error correction. In K. Hyland & F. Hyland (Eds.), Feedback in Second Language Writing: Contexts and Issues, pp. 81-104. Cambridge: Cambridge: University Press.
  • Ferris, D. R. (2010). Second language writing research and written corrective feedback in SLA. Studies in Second Language Acquisition, 32, 181-201. doi:10.1017/S0272263109990490
  • Frear, D. & Chiu, Y-h. (2015). The effect of focused and unfocused indirect written corrective feedback on EFL learners’ accuracy in new pieces of writing. System, 53, 24- 34.
  • Freudenberger, H. J. (1974). Staff burn‐out. Journal of social issues, 30(1), 159-165.
  • Friedman, I. A. (2003). Self-efficacy and burnout in teaching: The importance of interpersonal relations efficacy. Social Psychology of Education, 6(3), 191-215.
  • Goddard, R. D., Hoy, W. K., & Woolfolk-Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479-507.
  • Hartley, C. (2016). Teacher self-efficacy and formative assessment feedback. (Doctoral dissertation, the Graduate School by Ball State University).
  • Jacobson, D. A. (2016). Causes and Effects of Teacher Burnout. (Doctoral Dissertation, Walden University).
  • Klassen, et al., (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries, Contemporary Educational Psychology, 34, 67–76.
  • Lee, A. H., & Lyster, H. (2016). The effects of corrective feedback on instructed L2 speech perception. Studies in Second Language Acquisition, 38, 35-64. doi:10.1017/S0272263115000194
  • Lee, I. (2009). Ten mismatches between teachers’ beliefs and written feedback practice. ELT Journal, 63(1), 13-22. doi:10.1093/elt/ccn010
  • Li, S., Zhu, & Y. Ellis, R. (2016). The effects of the timing of corrective feedback on the acquisition of a new linguistic structure. The Modern Language Journal, 100(1), 276-295. doi: 10.1111/modl.12315
  • Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research: Reading, analysis, and interpretation. Thousand Oaks, CA: Sage.
  • Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32, 265–302. doi:10.1017/S0272263109990520.
  • Mantello, M. (1997). Error correction in the L2 classroom. Canadian Modern Language Review, 54(1), 127–31.
  • Mardani, N., Baghelani, E., & Azizi, R. (2015). Exploring the relationship between self- efficacy and burnout: the case of Iranian EFL teachers. Cumhuriyet Science Journal, 36(3), 3538-3548.
  • Maslach, C. & Leiter, M.P. (1997). The Truth About Burnout. San Francisco: Jossey-Bass.
  • Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of organizational behavior, 2(2), 99-113.
  • Maslach, C., & Jackson, S. E. (1986). Maslach Burnout Inventory. Palo Alto, CA: Consulting Psychologists Press.
  • Maslach, C., Jackson, S. E., & Leiter, M. P. (1997). Maslach burnout inventory. Evaluating stress: A book of resources, 3, 191-218.
  • Miskel, C., McDonald, D., & Bloom, S. (1983). Structural and expectancy linkages within schools and organizational effectiveness. Educational Administration Quarterly, 19(1), 49-82.
  • Ozder, H. (2011). Self-Efficacy Beliefs of Novice Teachers and Their Performance in the Classroom. Australian Journal of Teacher Education, 36(5).
  • Öztürk, G. (2016). An investigation on the use of oral corrective feedback in Turkish EFL classrooms. Journal of Language and Linguistic Studies, 12(2), 22-37.
  • Panagiotidis, M. G. (2016). Teacher self-efficacy in giving feedback to students. (Dissertation & Theses Collection, Johnson & Wales University).
  • Rosenholtz, S. (1989). Teachers' workplace: The social organization of work. New York: Longman.
  • Ross, J. A. (1998). The antecedents and consequences of teacher efficacy. Advances in Re search on Teaching, 7, 49-73.
  • Russell, J., & Spada, N. (2006). The effectiveness of corrective feedback for second language acquisition: A meta-analysis of the research. In J. M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 131–164). Amsterdam: John Benjamins.
  • Sarıçam, H., & Sakız, H. (2014). Burnout and teacher self-efficacy among teachers working in special education institutions in Turkey. Educational Studies, 40(4), 423-437.
  • Savas, A. C., Bozgeyik, Y., & Eser, İ. (2014). A study on the relationship between teacher self-efficacy and burnout. European Journal of Educational Research, 3(4), 159- 166.
  • Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles. Tesol Quarterly 41(2), 225-283.
  • Shoji, K., Cieslak, R., Smoktunowicz, E., Rogala, A., Benight, C. C., & Luszczynska, A. (2016). Associations between job burnout and self-efficacy: A meta-analysis. Anxiety, Stress, & Coping, 29(4), 367-386.
  • Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and teacher education, 26(4), 1059-1069.
  • Stephenson, T. D. (2012). A quantitative study examining teacher stress, burnout, and self-efficacy (Doctoral dissertation, University of Phoenix).
  • Tabancalı, E., & Çelik, K. (2013). The relationship between academic self-efficacy and self-efficacy levels of teacher candidates. Öğretmen adaylarının akademik öz-yeterlikleri ile öğretmen öz-yeterlilikleri arasındaki ilişki. Journal of Human Sciences, 10(1), 1167-1184.
  • Tabatabaee Yazdi, M., Motallebzadeh, K., & Ashraf, H. (2013). Iranian EFL teachers' self-efficacy and teachers' burnout: A case of comparison. International Journal of Language Learning and Applied Linguistics World, 4(2), 59-73.
  • Tabatabaee-Yazdi, M., Motallebzadeh, K. & Ashraf, H. (2014). The role of teacher's self-efficacy as a predictor of Iranian EFL teacher's burnout. Journal of Language Teaching and Research. 5(5) 1198-1204.
  • Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language learning, 46(2), 327-369.
  • Tsao, J-J., Tsen, W-T., & Wang, C. (2017). The effects of writing anxiety and motivation on EFL college students’ self-evaluative judgments of corrective feedback. Psychological Reports,120(2), 219–241. doi: 10.1177/0033294116687123
  • Tschannen-Moran, M. & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching & Teacher Education, 23(6), 944-956.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805.
  • Vandenberghe, R., & Huberman, A. M. (1999). Understanding and preventing teacher burnout: A sourcebook of international research and practice. Cambridge University Press.

The relationship between teachers’ written feedback preferences, self-efficacy beliefs and burnout levels

Yıl 2018, Cilt: 14 Sayı: 4, 316 - 327, 15.12.2018

Öz













































Please fill up the following information accurately. (Please
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The relationship between teachers’ written feedback preferences, self-efficacy beliefs and burnout levels



This study investigated EFL teachers’ perceptions of written corrective feedback and the relationship between their written corrective feedback preferences, self-efficacy beliefs and burnout levels. In order to investigate the effect of these contextual factors on teacher perceptions and preferences in an EFL setting, a mixed-methods design which integrated quantitative and qualitative techniques and methods was used. A total of 36 instructors teaching English at various state universities in Turkey participated in the study. For data collection, three different questionnaires and semi-structured interviews were used. Results demonstrated a significant correlation between written corrective feedback preferences and burnout levels of the participant teachers. They also indicated a significant correlation between written corrective feedback preferences of teachers and their self-efficacy levels. Among other results, explicit and unfocused written feedback preferences of teachers and the relationship between their preferences and their experience levels were significant.



Information about Author(s)*



Author 1



Author
(Last name, First name)



 Köksal, Dinçay

Affiliated
institution (University)



 Çanakkale Onsekiz Mart University

Country



 Turkey 



Email
address



 dkoksal@comu.edu.tr

Department
& Rank



 Faculty of Education, Prof. Dr.

Corresponding author (Yes/No)


Write only one corresponding author.



 Yes



Author 2



Author
(Last name, First name)



 Özdemir, Emrah

Affiliated
institution (University)



 Balıkesir University

Country



 Turkey



Email
address



 emrahozdemir@balikesir.edu.tr

Department
& Rank



 School of Foreign Languages, Instructor

Corresponding
author (Yes/No)



 No



Author 3



Author
(Last name, First name)



 Tercan, Gülşah



Affiliated
institution (University)



 Pamukkale University

Country



 Turkey



Email
address



 gtercan@pau.edu.tr

Department
& Rank



 School of Foreign Languages, Instructor

Corresponding
author (Yes/No)



 No



Author 4



Author
(Last name, First name)



 Gün, Süleyman

Affiliated
institution (University)



 Mehmet Akif Ersoy University

Country



 Turkey



Email
address



 sgun@mehmetakif.edu.tr

Department
& Rank



 



Corresponding
author (Yes/No)



 



 


Kaynakça

  • Adams, R., Nuevo, A. M., & Egi, T. (2011). Explicit and implicit feedback, modified output, and SLA: does explicit and implicit feedback promote learning and learner–learner interactions? The Modern Language Journal, 95(1), 42-63.
  • Alschuler, A. S. (1980). Teacher Burnout. Analysis and Action Series. NEA Distribution Center, Academic Building, West Haven, CN.
  • Aridah, A., Atmowardoyo, H., & Salija, K. (2017). Teacher Practices and Students’ Preferences for Written Corrective Feedback and Their Implications on Writing Instruction. International Journal of English Linguistics, 7(1), 112.
  • Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.
  • Ashton, P., Webb, R., & Doda, N. (1983). A study of teachers' sense of efficacy: Final report, executive summary. Gainesville: University of Florida, Foundations for Education.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
  • Beuningen, C. G. V., Jong, N. H. D., & Kuiken, F. (2012). Evidence on the effectiveness of comprehensive error correction in second language writing. Language Learning 62(1), 1-41.
  • Bousquet, S. (2012). Teacher Burnout: Causes, Cures and Prevention. Online Submission.
  • Brock, B. L., & Grady, M. L. (2000). Rekindling the flame: Principals combating teacher burnout. Corwin Press.
  • Brophy, J., & Good, T. L. (1984). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of research on teaching (3d ed., pp. 328-375). Washington, DC: American Educational Research Association.
  • Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher education, 16(2), 239-253.
  • Bümen, N. T. (2010). The relationship between demographics, self efficacy, and burnout among teachers. Eurasian Journal of Educational Research, 40, 17-36.
  • Cansoy, R., Parlar, H., & Kılınç, A. Ç. (2017). Teacher Self-Efficacy as a Predictor of Burnout. International Online Journal of Educational Sciences, 9(1).
  • Cohen, L., & Manion, L. (1994). Research methods in education (4th ed). London: Routledge
  • Coskun, A. (2010). A classroom research study on oral error correction. Humanizing Language Teaching Magazine, 12(3).
  • Demirel, M. & Akkoyunlu, B. (2010). Öğretmen adaylarının öğretmenlik mesleğine iliskin öz-yeterlik inançları ve tutumları. Uluslararası Öğretmen Yetistirme Politikaları ve Sorunları Sempozyumu II Bildiriler Kitabı, Hacettepe Üniversitesi, Beytepe‐Ankara, 16-18 Mayıs, 2010.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
  • Doughty, C. (1994). Fine-tuning of feedback by competent speakers to language learners. In J. Alatis (Ed.), Georgetown university round table on languages and linguistics. (pp. 96-108). Washington, DC: Georgetown University Press.
  • Ellis, R. (2006). Researching the effects of form-focussed instruction on L2 acquisition. AILA Review, 19, 18-41.
  • Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1, 3-18.
  • Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36, 353-371.
  • Evers, W. J., Brouwers, A., & Tomic, W. (2002). Burnout and self‐efficacy: A study on teachers' beliefs when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology, 72(2), 227-243.
  • Ferris, D. (2006). Does error feedback help student writers? New evidence on the short and long-term effects of written error correction. In K. Hyland & F. Hyland (Eds.), Feedback in Second Language Writing: Contexts and Issues, pp. 81-104. Cambridge: Cambridge: University Press.
  • Ferris, D. R. (2010). Second language writing research and written corrective feedback in SLA. Studies in Second Language Acquisition, 32, 181-201. doi:10.1017/S0272263109990490
  • Frear, D. & Chiu, Y-h. (2015). The effect of focused and unfocused indirect written corrective feedback on EFL learners’ accuracy in new pieces of writing. System, 53, 24- 34.
  • Freudenberger, H. J. (1974). Staff burn‐out. Journal of social issues, 30(1), 159-165.
  • Friedman, I. A. (2003). Self-efficacy and burnout in teaching: The importance of interpersonal relations efficacy. Social Psychology of Education, 6(3), 191-215.
  • Goddard, R. D., Hoy, W. K., & Woolfolk-Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479-507.
  • Hartley, C. (2016). Teacher self-efficacy and formative assessment feedback. (Doctoral dissertation, the Graduate School by Ball State University).
  • Jacobson, D. A. (2016). Causes and Effects of Teacher Burnout. (Doctoral Dissertation, Walden University).
  • Klassen, et al., (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries, Contemporary Educational Psychology, 34, 67–76.
  • Lee, A. H., & Lyster, H. (2016). The effects of corrective feedback on instructed L2 speech perception. Studies in Second Language Acquisition, 38, 35-64. doi:10.1017/S0272263115000194
  • Lee, I. (2009). Ten mismatches between teachers’ beliefs and written feedback practice. ELT Journal, 63(1), 13-22. doi:10.1093/elt/ccn010
  • Li, S., Zhu, & Y. Ellis, R. (2016). The effects of the timing of corrective feedback on the acquisition of a new linguistic structure. The Modern Language Journal, 100(1), 276-295. doi: 10.1111/modl.12315
  • Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research: Reading, analysis, and interpretation. Thousand Oaks, CA: Sage.
  • Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32, 265–302. doi:10.1017/S0272263109990520.
  • Mantello, M. (1997). Error correction in the L2 classroom. Canadian Modern Language Review, 54(1), 127–31.
  • Mardani, N., Baghelani, E., & Azizi, R. (2015). Exploring the relationship between self- efficacy and burnout: the case of Iranian EFL teachers. Cumhuriyet Science Journal, 36(3), 3538-3548.
  • Maslach, C. & Leiter, M.P. (1997). The Truth About Burnout. San Francisco: Jossey-Bass.
  • Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of organizational behavior, 2(2), 99-113.
  • Maslach, C., & Jackson, S. E. (1986). Maslach Burnout Inventory. Palo Alto, CA: Consulting Psychologists Press.
  • Maslach, C., Jackson, S. E., & Leiter, M. P. (1997). Maslach burnout inventory. Evaluating stress: A book of resources, 3, 191-218.
  • Miskel, C., McDonald, D., & Bloom, S. (1983). Structural and expectancy linkages within schools and organizational effectiveness. Educational Administration Quarterly, 19(1), 49-82.
  • Ozder, H. (2011). Self-Efficacy Beliefs of Novice Teachers and Their Performance in the Classroom. Australian Journal of Teacher Education, 36(5).
  • Öztürk, G. (2016). An investigation on the use of oral corrective feedback in Turkish EFL classrooms. Journal of Language and Linguistic Studies, 12(2), 22-37.
  • Panagiotidis, M. G. (2016). Teacher self-efficacy in giving feedback to students. (Dissertation & Theses Collection, Johnson & Wales University).
  • Rosenholtz, S. (1989). Teachers' workplace: The social organization of work. New York: Longman.
  • Ross, J. A. (1998). The antecedents and consequences of teacher efficacy. Advances in Re search on Teaching, 7, 49-73.
  • Russell, J., & Spada, N. (2006). The effectiveness of corrective feedback for second language acquisition: A meta-analysis of the research. In J. M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 131–164). Amsterdam: John Benjamins.
  • Sarıçam, H., & Sakız, H. (2014). Burnout and teacher self-efficacy among teachers working in special education institutions in Turkey. Educational Studies, 40(4), 423-437.
  • Savas, A. C., Bozgeyik, Y., & Eser, İ. (2014). A study on the relationship between teacher self-efficacy and burnout. European Journal of Educational Research, 3(4), 159- 166.
  • Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles. Tesol Quarterly 41(2), 225-283.
  • Shoji, K., Cieslak, R., Smoktunowicz, E., Rogala, A., Benight, C. C., & Luszczynska, A. (2016). Associations between job burnout and self-efficacy: A meta-analysis. Anxiety, Stress, & Coping, 29(4), 367-386.
  • Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and teacher education, 26(4), 1059-1069.
  • Stephenson, T. D. (2012). A quantitative study examining teacher stress, burnout, and self-efficacy (Doctoral dissertation, University of Phoenix).
  • Tabancalı, E., & Çelik, K. (2013). The relationship between academic self-efficacy and self-efficacy levels of teacher candidates. Öğretmen adaylarının akademik öz-yeterlikleri ile öğretmen öz-yeterlilikleri arasındaki ilişki. Journal of Human Sciences, 10(1), 1167-1184.
  • Tabatabaee Yazdi, M., Motallebzadeh, K., & Ashraf, H. (2013). Iranian EFL teachers' self-efficacy and teachers' burnout: A case of comparison. International Journal of Language Learning and Applied Linguistics World, 4(2), 59-73.
  • Tabatabaee-Yazdi, M., Motallebzadeh, K. & Ashraf, H. (2014). The role of teacher's self-efficacy as a predictor of Iranian EFL teacher's burnout. Journal of Language Teaching and Research. 5(5) 1198-1204.
  • Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language learning, 46(2), 327-369.
  • Tsao, J-J., Tsen, W-T., & Wang, C. (2017). The effects of writing anxiety and motivation on EFL college students’ self-evaluative judgments of corrective feedback. Psychological Reports,120(2), 219–241. doi: 10.1177/0033294116687123
  • Tschannen-Moran, M. & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching & Teacher Education, 23(6), 944-956.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805.
  • Vandenberghe, R., & Huberman, A. M. (1999). Understanding and preventing teacher burnout: A sourcebook of international research and practice. Cambridge University Press.
Toplam 65 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Dinçay Köksal Bu kişi benim

Emrah Özdemir Bu kişi benim

Gülşah Tercan Bu kişi benim

Süleyman Gün

Emrah Bilgin Bu kişi benim

Yayımlanma Tarihi 15 Aralık 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 14 Sayı: 4

Kaynak Göster

APA Köksal, D., Özdemir, E., Tercan, G., Gün, S., vd. (2018). The relationship between teachers’ written feedback preferences, self-efficacy beliefs and burnout levels. Journal of Language and Linguistic Studies, 14(4), 316-327.
AMA Köksal D, Özdemir E, Tercan G, Gün S, Bilgin E. The relationship between teachers’ written feedback preferences, self-efficacy beliefs and burnout levels. Journal of Language and Linguistic Studies. Aralık 2018;14(4):316-327.
Chicago Köksal, Dinçay, Emrah Özdemir, Gülşah Tercan, Süleyman Gün, ve Emrah Bilgin. “The Relationship Between teachers’ Written Feedback Preferences, Self-Efficacy Beliefs and Burnout Levels”. Journal of Language and Linguistic Studies 14, sy. 4 (Aralık 2018): 316-27.
EndNote Köksal D, Özdemir E, Tercan G, Gün S, Bilgin E (01 Aralık 2018) The relationship between teachers’ written feedback preferences, self-efficacy beliefs and burnout levels. Journal of Language and Linguistic Studies 14 4 316–327.
IEEE D. Köksal, E. Özdemir, G. Tercan, S. Gün, ve E. Bilgin, “The relationship between teachers’ written feedback preferences, self-efficacy beliefs and burnout levels”, Journal of Language and Linguistic Studies, c. 14, sy. 4, ss. 316–327, 2018.
ISNAD Köksal, Dinçay vd. “The Relationship Between teachers’ Written Feedback Preferences, Self-Efficacy Beliefs and Burnout Levels”. Journal of Language and Linguistic Studies 14/4 (Aralık 2018), 316-327.
JAMA Köksal D, Özdemir E, Tercan G, Gün S, Bilgin E. The relationship between teachers’ written feedback preferences, self-efficacy beliefs and burnout levels. Journal of Language and Linguistic Studies. 2018;14:316–327.
MLA Köksal, Dinçay vd. “The Relationship Between teachers’ Written Feedback Preferences, Self-Efficacy Beliefs and Burnout Levels”. Journal of Language and Linguistic Studies, c. 14, sy. 4, 2018, ss. 316-27.
Vancouver Köksal D, Özdemir E, Tercan G, Gün S, Bilgin E. The relationship between teachers’ written feedback preferences, self-efficacy beliefs and burnout levels. Journal of Language and Linguistic Studies. 2018;14(4):316-27.