Öğretmenlerin Özyeterlik Algilarinin Çeşitli Değişkenlere Göre İncelenmesi
Investigating the Self-Efficacy Perceptions of Teachers According to Several Variables

Summary/Abstract: The purpose of this study is to investigate teachers’ self-efficacy factors according to several variables. The study was designed as a survey study, and 249 teachers from various fields participated in the study. “The Teacher Self-Efficacy Scale” which was developed by Tschannen-Moran and Woolfolk-Hoy (2001), and adapted by Çapa, Çakıroğlu and Sarıkaya (2005) was used to collect the data. The data were analyzed using an arithmetic mean, standard deviation, independent t-test, and one way ANOVA. The kurtosis and skewness values were found to be between -1 and +1, and the data were assumed as having normal distribution. According to the results of the study, the level of teachers’ perceptions of self-efficacy was determined as “high”. In addition, it was revealed that the teachers’ self-efficacy perceptions did not show a significant difference based on the gender variable, but a significant difference was found in the variables of field of education, the region in which they work, and work experience. In this respect, the self-efficacy perception levels of teachers who work in the city center were found to be higher compared to the teachers who work in rural regions. The teachers in the field of basic education (preschool and classroom teachers) had higher self-efficacy perceptions compared to teachers from other fields. Finally, the self-efficacy perceptions of teachers’ increase as their level of experience increases.

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