THE EFFECT OF SELF-EFFICACY BELIEFS AND BURNOUT IN PREDICTING TEACHERS’ CHANGE TENDENCIES

Today, with the rapid change in science and technology, teachers are expected to make significant changes in teaching-learning processes. Parallel to this change movement occurring at the global scale, it is seen that there are significant change initiatives in the Turkish education system. The curriculums were renewed in 2002 in line with the constructivist approach. Moreover, with the FAT？H project, the focus on instructional technologies is increasing and teachers are expected to integrate technology with learning and teaching processes. However, it is often seen in research that teachers go on adhering to the traditional teacher-centered approach, do not utilize technology or use it to support the teacher-centered teaching approach in their classes. Therefore, it is of great importance to investigate teachers’ change tendencies and the variables affecting these tendencies. In this study, the extent to which the teacher self-efficacy perception and burnout level predict their change tendencies was explored. It was found that all the dimensions of teachers’ change tendencies are significantly correlated with teacher self-efficacy perception and with all the dimensions; burnout’s all dimensions expect for the personal achievement dimension, of burnout level. When the sub-dimensions of teacher self-efficacy and burnout were considered together, it was found that they have statistically significant effects on the prediction of the change tendency’s sub-dimensions of taking entrepreneurship in change, believe in the usefulness of change, resistance to change and keeping the status. Though there are many studies separately investigating the effects of self-efficacy and burnout on change tendencies, there is no study investigating the combined effect of these two independent variables on change tendencies. Thus, it can be argued that the current study will make some contributions to the literature