International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2020, Vol. 16(1) 257-276

An Examination of Primary School Students' Academic Achievements and Motivation In Terms of Parents' Attitudes, Teacher Motivation, Teacher Self-efficacy and Leadership Approach

Gizem Engin

pp. 257 - 276   |  DOI: https://doi.org/10.29329/ijpe.2020.228.18   |  Manu. Number: MANU-1911-27-0001.R1

Published online: February 09, 2020  |   Number of Views: 548  |  Number of Download: 897

Save PDF

Abstract

This study aims to analyze primary school students' academic achievement and motivation in terms of parental attitudes, teacher motivation, teacher self-efficacy and leadership perception. Research model of the study is designed as descriptive research model and the data are collected from 60 primary school teachers teaching 4th grade students in 2017-2018 academic year and from 1476 4th grade primary school students. The findings of the study show that fathers' having a high level of education, teachers' having a high level of motivation, a democratic attitude in family are some factors positively affecting student achievement. The findings also indicate that democratic parental attitude and a high level of teacher motivation increase student motivation. It is also concluded that neglectful parental attitude negatively affects student achievement and motivation. Accepted or distributed leadership approach in the school influences teacher motivation. The findings show that teachers with high self-efficacy also have high level of motivation. It is also concluded that teachers at the first years of their career have lower level of motivation. The study is believed to be a guiding example for other studies analyzing similar topics.

Keywords: Academic Achievement, Parents' Attitudes, Motivation, Leadership Approach, Self-efficacy

How to Cite this Article?

APA 6th edition
Engin, G. (2020). An Examination of Primary School Students' Academic Achievements and Motivation In Terms of Parents' Attitudes, Teacher Motivation, Teacher Self-efficacy and Leadership Approach . International Journal of Progressive Education, 16(1), 257-276. doi: 10.29329/ijpe.2020.228.18

Harvard
Engin, G. (2020). An Examination of Primary School Students' Academic Achievements and Motivation In Terms of Parents' Attitudes, Teacher Motivation, Teacher Self-efficacy and Leadership Approach . International Journal of Progressive Education, 16(1), pp. 257-276.

Chicago 16th edition
Engin, Gizem (2020). "An Examination of Primary School Students' Academic Achievements and Motivation In Terms of Parents' Attitudes, Teacher Motivation, Teacher Self-efficacy and Leadership Approach ". International Journal of Progressive Education 16 (1):257-276. doi:10.29329/ijpe.2020.228.18.
References
  1. Ada, Ş.; Akan, D; Ayık, A.; Yıldırım, İ., &  Yalçın, S. (2013). Öğretmenlerin Motivasyon Etkenleri. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 17 (3): 151-166. [Google Scholar]
  2. Ağırbaş, İ.;  Çelik, Y., & Büyükkayıkçı, H. (2005). Motivasyon Araçları ve İş Tatmini. Hacettepe Sağlık İdaresi Dergisi,8(3),326-350. [Google Scholar]
  3. Akkök, F. (2004). Ailelerin Eğitim Sürecine Katılımı. Yıldız Kuzgun (Editör), İlköğretimde Rehberlik (s.257), Ankara: Atlas Yayıncılık  [Google Scholar]
  4. Arı, M.,  Bayhan, P, & Artan, İ. (1997). Farklı Ana-Baba Tutumlarının 4-11 Yaş Grubu Çocuklarında Görülen Problem Durumlarına Etkisinin Araştırılması, 10. Ya-Pa Okul Öncesi Eğitimi ve Yaygınlaştırılması Semineri, İstanbul: Ya-Pa Yayınları. [Google Scholar]
  5. Aslan, M., & Ağıroğlu-Bakır, A. (2015). Okul Örgütlerinde Paylaşılan Liderlik Ölçeği: Geçerlik Ve Güvenirlik Çalışması. Kuram ve Uygulamada Eğitim Yönetimi, 21(1), 1-24. doi: 10.14527/kuey.2015.001 [Google Scholar] [Crossref] 
  6. Atkinson, E. S. (2000). An İnvestigation into The Relationship Between Teacher Motivation and Pupil Motivation. Educational Psychology, 20 (1), 45-57. [Google Scholar]
  7. Aypay, A. (2011). İlk ve Ortaöğretim Öğretmenlerinin Davranış Alışkanlıkları ve “İyi Öğretmen” Özelliklerine İlişkin Algıları. İlköğretim Online, 10 (2), 620-645. [Google Scholar]
  8. Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall. [Google Scholar]
  9. Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York: W.H. Freeman and Company [Google Scholar]
  10. Bektaş, A. (2010). İlköğretim Okulları Yöneticilerinin Sosyal İletişim Becerileri ile Sınıf Öğretmenlerinin Motivasyonu Arasındaki İlişki. Yayımlanmamış yüksek lisans tezi. GaziÜniversitesi,Ankara. [Google Scholar]
  11. Beycioğlu, K., & Aslan, B. (2010). Öğretmen Liderliği Ölçeği: Geçerlik ve Güvenirlik Çalışması. İlköğretim Online, 9(2), 764-775. [Google Scholar]
  12. Bos, C. S. & Vaughn, S. (2002). Strategies for Teaching Students with Learning And Behavior Problems. (5th ed.). USA: Allyn and Bacon. [Google Scholar]
  13. Caprara, G. V., Barbaranelli, C, Steca, P., & Malone, P. S. (2006). Teachers' Self-Efficacy Beliefs as Determinants of Job Satisfaction and Students' Academic Achievement: A Study At The School Level. Journal of School Psychology, 44, 473–490. [Google Scholar]
  14. Cunningham, G. K. (2003). Can Education Schools Be Saved?. Erişim Tarihi: Ağustos,7,2019,http://www.vestibular.uerj.br/vest2004/files/2004ef_d1_ing.pdf [Google Scholar]
  15. Cüceloğlu, D. (1993). İyi Düşün Doğru Karar Ver. İstanbul: Sistem Yayıncılık. [Google Scholar]
  16. Creswell, J.W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed.). Boston, MA: Pearson. [Google Scholar]
  17. Çiftçi, Ü. (2008). İlköğretim Öğretmenleri Arasındaki İletişim Sorunları. Yayımlanmamış yüksek lisans tezi. Beykent Üniversitesi, İstanbul. [Google Scholar]
  18. Dam, H. (2008). Öğrencinin Okul Başarısında Aile Faktörü. Hitit Üniversitesi İlahiyat Fakültesi Dergisi,7(14), 75-99. [Google Scholar]
  19. Doğan, S., & Koçak, O. (2014). Okul Yöneticilerinin Sosyal İletişim Becerileri ile Öğretmenlerin Motivasyon Düzeyleri Arasındaki İlişki. Kuram ve Uygulamada Eğitim Yönetimi [Educational Administration: Theory and Practice], 20(2), 191-216.  [Google Scholar]
  20. Dornbusch, S.M., Ritter, P.L., Leiderman, P.H., Roberts, D.F., & Fraleigh, M.J. (1987). The Relation of Parenting Style to Adolescent School Performance. Child Development, 58, 1244–1257. [Google Scholar]
  21. Epstein, J. L. (1996). Advances in Family, Community, and School Partnerships. New Schools, New Communities, 12, 5–13. [Google Scholar]
  22. Erol, Y. C., & Turhan, M. (2018). The Relationship Between Parental İnvolvement to Education of Students and Student’s Engagement to School. International Online Journal of Educational Sciences, 10(5), 260-281. [Google Scholar]
  23. Evans, L. (1998). Teacher Morale, Job Satisfaction and Motivation. London: Paul Chapman/Sage. [Google Scholar]
  24. Fan, X., & Chen, M. (2001). Parental Involvement and Students’ Academic Achievement: A Meta-Analysis. Educational Psychology Review, 13 (1), 1-22. [Google Scholar]
  25. George, D., & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 update (10a ed.) Boston: Pearson. [Google Scholar]
  26. Gottfried, A. E., Fleming, J. S., & Gotfried, A. W. (1998). Role of Cognitively Stimulating Home Environment in Children’s Academic Intrinsic Motivation: A longitudinal study. Child Development, 69, 1148-1460. [Google Scholar]
  27. Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents’ Involvement in Children’s Schooling: A Multidimensional Conceptualization and Motivational Model. Child Development, 65, 237–252. [Google Scholar]
  28. Grolnick, W.S., & Ryan, R.M. (1989). Parent Styles Associated with Children’s Self-Regulation and Competence in School. Journal of Educational Psychology, 81, 143–154. [Google Scholar]
  29. Haktanır, G. (2002). Sağlıklı Ana-Baba Tutumları. A.Ü. Geliştirme Vakfı Özel İlköğretim Okulu Kardelen Dergisi, 4(4), 3-6. [Google Scholar]
  30. Hale, R. (2008). Baumrind's Parenting Styles and Their Relationship to The Parent Developmental Theory, unpublished doctoral dissertation, Pace University, New York.  [Google Scholar]
  31. Hallinger, P., & Heck, R. (1998). Exploring The Principal’s Contribution to School Effectiveness: 1980-1995. School Effectiveness and School Improvement, 9(2), 157-191. [Google Scholar]
  32. Hayden, S. (2011). Teacher Motivation and Student Achievement in Middle School Students. Unpublished doctoral dissertation, Walden University. [Google Scholar]
  33. Hoy, W. K., & Woolfolk, A. E. (1993). Teachers Sense of Efficacy and the Organizational Health of Schools. The Elementary School Journal, 93, 356–372. [Google Scholar]
  34. Kara, A.(2008). İlköğretim Birinci Kademede Eğitimde Motivasyon Ölçeğinin Türkçe’ye Uyarlanması, Ege  Eğitim Dergisi, (9) 2, 59-78. [Google Scholar]
  35. Karasar, N. (1999), Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayın Dağıtım. [Google Scholar]
  36. Lee, S.M., & Kushner, J. (2008). Single-Parent Families: The Role of Parent’s and Child’s Gender on Academic Achievement. Gender and Education,20(6), 607–621. [Google Scholar]
  37. Leithwood, K., & Jantzi, D. (2000). The Effects of Transformational Leadership on Organisational Conditions and Student Engagement. Journal of Educational Administration, 38(2), 112–129. [Google Scholar]
  38. Marchant, G. J., Paulson, S. E., & Rothlisberg, B. A. (2001). Relations of Middle School Students’ Perceptions of Family and School Contexts with Academic Achievement. Psychology in the Schools, 38 (6), 505-519.  [Google Scholar]
  39. McBride, B. A.; Schoppe-Sullivan,S.J, & Ho, M.(2004). The Mediating Role of Fathers’ School Involvement on Student Achievement. Developmental Psychology,26,201-2016. [Google Scholar]
  40. McKinney, P. A. (2000). A Study to Assess the Relationships Among Student Achievement, Teacher Motivation, and Incentive Pay. Unpublished doctoral dissertation, Virginia Polytechnic Institute and State University, Blacksburg, Virginia. [Google Scholar]
  41. Öqvist, A., & Malmström, M. (2016) Teachers’ Leadership: A Maker or a Breaker of Students’ Educational Motivation, School Leadership & Management, 36 (4), 365-380.  [Google Scholar]
  42. Özdoğru, M., & Aydın, B. (2012). İlköğretim Okulu Öğretmenlerinin Karara Katılma Durumları ve İstekleri İle Motivasyon Düzeyleri Arasındaki İlişki. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 12 (2), 357-367.  [Google Scholar]
  43. Öztürk, E., & Uzunkol, E. (2013). İlkokul Öğretmeni Motivasyon Ölçeğinin Psikometrik Özellikleri. Eğitimde Kuram ve Uygulama, 9(4): 421-435. [Google Scholar]
  44. Paulson, S.E., Marchant, G.J., & Rothlisberg, B.A. (1998). Early Adolescents’ Perceptions of Patterns of Parenting, Teaching, and School Atmosphere: Implications For Achievement. Journal of Early Adolescence, 18, 5–26. [Google Scholar]
  45. Riley, P. (2013) Attachment theory, teacher motivation & pastoral care: A Challenge  for Teachers and Academics. Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development, 3 (2), 112-129. [Google Scholar]
  46. Sapkale, A. P. (2009). A Study of Relationship of Work Motivation and Jobsatisfaction Towards Teaching Attitude of Secondary School Teachers of DhuleCity. International Referred Research Journal, 2 (22). [Google Scholar]
  47. Sarıçiçek, L. (2014). Gaziantep Ili Şehitkamil İlçesi’ndeki İlkokullarda Öğretmen Görüşlerine Göre Paylaşılan Liderlik ve Okul İklimi. Yayımlanmamış yüksek lisans tezi. Zirve Üniversitesi, Sosyal Bilimler Enstitüsü, Gaziantep. [Google Scholar]
  48. Sengul, O., Zhang, X., & Leroux, A. J. (2019). A Multi-Level Analysis of Students’ Teacher and Family Relationships on Academic Achievement in Schools. International Journal of Educational Methodology, 5(1), 117-133. doi: 10.12973/ijem.5.1.131 [Google Scholar] [Crossref] 
  49. Taşkın,Ç,Ş., & Hacıömeroğlu,G. (2010).  Öğretmen Öz Yeterlik İnanç Ölçeğinin Türkçe’ye Uyarlanması ve Sınıf Öğretmeni Adaylarının Öz Yeterlik İnançları. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi,27,63-75. [Google Scholar]
  50. Torbacıoğlu, D. (2007). İlköğretim Okulu Yöneticilerinin İletişim Yöntemleri ve Güdüleme Derecelerine İlişkin Öğretmen Algıları. Yayımlanmamış yüksek lisans tezi. Yeditepe Üniversitesi, İstanbul. [Google Scholar]
  51. Uslu, B., & Beycioğlu, K. (2013). İlköğretim Okulu Öğretmenlerinin Örgütsel Bağlılıkları ile Müdürlerin Paylaşılan Liderlik Rolleri Arasındaki İlişki. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 32(2), 323-345. [Google Scholar]
  52. Yılmaz, A.(2000). Anne-Baba Tutum Ölçeğinin Güvenirlik ve Geçerlik Çalışması, Çocuk ve Gençlik Ruh Sağlığı Dergisi, 7(3), 160-173. [Google Scholar]
Download
Metric
History
Related

Volume 16 Issue 1

February 2020

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.