Individual innovativeness and leadership self-efficacy among the teacher candidates: The mediating role of self-regulation approach

Çiğdem Çakir; Tuba Aydin Güngör

doi:10.22633/rpge.v26i00.17725

Authors

Çiğdem Çakir Kadriye Abdülmecit Özgözen Secondary School, Gaziantep – Turkey https://orcid.org/0000-0003-1954-5214
Tuba Aydin Güngör Artvin Çoruh University, Artvin – Turkey https://orcid.org/0000-0002-3356-7826

DOI:

https://doi.org/10.22633/rpge.v26i00.17725

Keywords:

Teacher candidates, Self-regulation approach, Leadership self-efficacy

Abstract

A limited number of studies have assessed the relation between individual innovativeness and leadership self-efficacy among the teacher candidates. This research investigated the mediating effects of Self-Regulation Approach, to determine the direct and indirect relationships between teacher candidates' individual innovativeness and leadership self-efficacy. Participants (between 17 and 24 years old) at a university (N=350) participated in this study, 68.9% (241) of the participants were female, 31.1% (109) were male. The correlational survey model was used. Instrument of the study was comprised of four sections: (i) Personal Information Form containing demographic variables, (ii) Individual Innovativeness Scale (IIS), (iii) Leadership Self-Efficacy Scale (LSES) and (iv) Self-Assessment Approach Scale (SAAS). The results show that regression analysis was used to test the hypotheses, and leadership self-efficacy scale was defined as dependent, individual innovativeness as independent, self-assessment approach as mediator, and gender and grade level as control variables.

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Author Biographies

Çiğdem Çakir, Kadriye Abdülmecit Özgözen Secondary School, Gaziantep – Turkey

PhD, State School Teacher.

Tuba Aydin Güngör, Artvin Çoruh University, Artvin – Turkey

Assistant Professor, Education Faculty.

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