The Role of Self-Efficacy and Educational Beliefs in Democratic Values: The Case of Turkish Pre-Service Teachers

Oct 15, 2026

Uploaded by Aran

Examines how teacher sense of self-efficacy and educational beliefs relate to democratic values among Turkish pre-service teachers. A sample of 382 pre-service teachers from a public university in Turkey completed instruments on educational beliefs, teacher self-efficacy, and democratic values. Findings indicate that stronger self-efficacy beliefs are positively linked with higher democratic values, particularly for teachers endorsing contemporary philosophical approaches to education. The study frames democratic values as outcomes shaped by educational environments and teacher practices.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Introduction

Teachers’ Educational Beliefs

Literature Review

Self-Efficacy and Educational Beliefs

Democratic Values in Teacher Education

The Role of Self-Efficacy and Educational Beliefs in Democratic Values: The Case of Turkish Pre-Service Teachers By Raşit Çelik *, Fatih Koca± & İbrahim Dadandi ° The purpose of this study is to examine the role of self-efficacy and educational beliefs in relation to democratic values, while focusing on Turkish pre-service teachers. 382 pre-service teachers from a public university in Turkey have voluntarily participated in this study and responded to a series of research instruments provided by the Educational Belief, Teacher Sense of Self-Efficacy and Democratic Values Scales. The results revealed that higher self-efficacy belief is positively associated with higher democratic values among pre-service teachers who endorse contemporary philosophical approaches to education. Keywords: higher education, democracy, philosophy of education, teacher education Introduction In recent years, there is a growing concern that there has been a gradual decline in the quality of democracy around the world (Skaaning, 2020; Mechkova, Lührmann, & Lindberg, 2017). Democracy should not be considered as just apolitical system, it also refers to a way of life managed by the belief that all people are equal and can work together, despite political, racial, religious or class differences (Dewey, 1940; 2007). From this perspective, the emergence and survival of a democratic society is only possible with the presence of citizens who have internalized democratic values, and this is the responsibility of educational institutions. Accordingly, in a democratic society, it is expected to have an education system that consists of educational environments in which democracy is experienced by all the participants, teachers who manages the classroom and educational processes in line with democratic values, and students who supposedly develop and realize democratic values in their actions. Considering the central role of teachers in education, it is also important to emphasize that they have influences not only on students’ academic knowledge and skills but also on their attitudes and ways of human interactions in social settings. If an educational environment is organized and run by democratic values, it becomes possible to develop democratic minded individuals. For this reason, a teacher who intends to create a democratic classroom environment needs to give priority to democratic values in the way the teacher manages the classroom. Democratic values such as freedom, equality, respect and justice are to be embraced and put into practice by teachers inan educational democratic environment (Büyükdüvenci, 1990; Çelik, 2016; Kesici, * Associate Professor, Faculty of Education, Ankara University, Turkey.±Assistant Professor, Faculty of Education, University, Turkey. ° Assistant Professor, Faculty of Education, Yozgat Bozok University, Turkey. 2008; Kıncal & Işık, 2003; Parker, Barnhardt, Pascarella, & McCowin, 2016; Shechtman, 2002; Selvi, 2006). Therefore, it is important to examine the democratic values of pre-service teachers themselves and the factors affecting them, as they have the potential to influence their future practices. Regarding this current study, focusing on democratic educational environments and teacher characteristics, it is assumed that there may be a reliable relationship between pre-service teachers’self-efficacy beliefs, their attitudes toward democratic values and the philosophical approach to education that they embrace. In this regard, this study aims to contribute to the existing literature by analyzing the relationship between pre-service teachers’democratic attitudes, their perceptions of self-efficacy and their beliefs about and tendencies toward educational philosophies. Literature Review Teachers’ Educational Beliefs Teachers are centrally important for an education system to be put effectively into practice in accordance with the underlying philosophy of education that frames its aims, contents, process

FAQs

What is the purpose of the study?

The study examines how teacher self-efficacy and educational beliefs relate to democratic values among Turkish pre-service teachers.

How many participants took part in the research?

A total of 382 pre-service teachers from a public university in Turkey voluntarily participated and completed the research instruments.

What relationship did the results show between self-efficacy and democratic values?

Higher self-efficacy belief was positively associated with higher democratic values, especially among those who endorse contemporary philosophical approaches to education.

Oct 15, 2026

Uploaded by Aran