Democratic Values and Teacher Self-Efficacy Perceptions: A Case of PreService English Language Teachers in Turkey

Oct 15, 2026

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This study examined how democratic values relate to teacher self-efficacy perceptions among pre-service English language teachers in a Turkish context. It also explored potential relationships between gender, grade level, and democratic values and self-efficacy perceptions. Data were collected via a questionnaire survey with 294 pre-service teachers. Results indicated high democratic values, no significant gender differences, moderately high self-efficacy, and a correlation between democratic values and self-efficacy perceptions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Introduction

Democracy and Education

Teacher Self-Efficacy and Related Studies

Research Questions

Australian Journal of Teacher Education Democratic Values and Teacher Self-Efficacy Perceptions: A Case of PreService English Language Teachers in Turkey Ece Zehir Topkaya Aysun Yavu Canakkale Onsekiz Mart University Abstract: This study investigated democratic values of pre-service English language teachers in relation to their teacher self-efficacy perceptions in a Turkish context. It also examined the possible relationships between gender, grade and democratic values and self efficacy perceptions. A questionnaire survey was conducted with 294 pre-service teachers. Findings show that they had a high level of democratic values while senior students reported the highest rate of democratic values. Results did not show a significant difference between democratic values and gender. Participants also reported a moderately high level of self-efficacy. Lastly, correlation was found between their democratic values and self-efficacy perceptions. Introduction Schools are places where democratic ideals such as equality, freedom, justice are instilled in individuals. In this challenging endeavour teachers have a key role to play no matter what their subject area is, for they determine what will be taught and how it will be taught regarding democracy education. In this context, before studying how teachers undertake this responsibility and make room for democratic practices in their classrooms, it would be wise to research what democratic values and attitudes teachers themselves have since they certainly have an impact on teachers’ decisions and practices. On the other hand, another powerful cognitive construct, i.e. self-efficacy beliefs, also affects these decisions and practices. According to Bandura (1989: 1175) among the mechanisms of personal behaviour‘none is more central or pervasive than people’s beliefs about their capabilities to exercise control over events that affect their lives’, that is they determine human motivation, affect, and action. For teachers, similarly, having a high perception of self-efficacy plays a major role in how they approach goals, undertake tasks and brave challenges . There have been several studies examining the self efficacy perceptions of both in and pre-service teachers in relation to several factors related to classroom life, instructional startegies employed, student motivation and achievement (see for example Ashton and Webb, 1986; Guskey and Passaro, 1994; Swars, 2005; Eslami and Fatahi, 2008; Caprara et al, 2006; Tella, 2008). However, the likely relationship between democratic values and self efficacy perceptions of pre-service teachers has not been investigated much so far (see Shechtman, 2002; Almog and Shechtman, 2007) . Seeing this gap in the literature, thus, this study looks into the relationship between democratic values of pre-service English language teachers related to educational life and their teaching self-efficacy perceptions in a Turkish context and tries to find answers to the following research questions: 1. What are the democratic values of pre-service English language teachers related to educational life? 2. Is there a significant relationship between the democratic values of the pre-service teachers and their gender, the grade level and their plans after graduation? Vol 36, 8, August 2011 32 Australian Journal of Teacher Education 3. What are the teacher efficacy perceptions of pre-service English language teachers? 4. Is there a significant relationship between the teacher efficacy perceptions of the pre-service teachers and their gender, the grade level and their plans after graduation? 5. Is there a correlation between pre-service English language teachers’ democratic values and their teaching efficacy perceptions? Before elaborating on the research, however, firstly a brief literature review is presented below regarding the main concepts of the study: democracy and education, teacher sense of efficacy, and English languag

FAQs

What was the main purpose of the study?

The study investigated democratic values of pre-service English language teachers and how they relate to teacher self-efficacy perceptions in Turkey, including possible links with gender and grade level.

How was data collected and how many participants were involved?

A questionnaire survey was conducted with 294 pre-service teachers to measure democratic values and self-efficacy perceptions.

What key findings were reported about democratic values and self-efficacy?

Participants showed a high level of democratic values and a moderately high level of self-efficacy. A correlation was found between democratic values and self-efficacy perceptions, while gender differences in democratic values were not significant.

Oct 15, 2026

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