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ERIC Number: EJ1110539
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
ISSN: EISSN-1916-0666
The Relationship between Bureaucratic School Structures and Teacher Self-Efficacy
Kilinç, Ali Çagatay; Kosar, Serkan; Er, Emre; Ögdem, Zeki
McGill Journal of Education, v51 n1 p615-634 2016
The purpose of this study was to examine the relationship between bureaucratic school structures and teachers' self-efficacy. Participants included 252 teachers from 15 primary schools in Ankara, Turkey. Mean, standard deviation, correlation, and regression analyses were conducted. Results indicated that bureaucratic school structures and teacher self-efficacy were positively and significantly correlated and a bureaucratic school structure was a significant indicator of teacher self-efficacy. The results of the study are discussed with a focus on improving teacher self-efficacy.
McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A