INVESTIGATION OF TEACHERS' SELF-EFFICACY BELIEFS ACCORDING TO VARIOUS VARIABLES
ÖĞRETMENLERİN ÖZ YETERLİK İNANÇLARININ ÇEŞİTLİ DEĞİŞKENLERE GÖRE İNCELENMESİ
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https://doi.org/10.5281/zenodo.10946212Keywords:
Teacher, Self-Efficacy, Self-Efficacy BeliefAbstract
The aim of the study was to determine the differentiation of teachers' self-efficacy beliefs according to various variables in different school types. In line with the determined purpose, scanning model was preferred as the method in the research. The population of the research consists of teachers in schools affiliated with basic education working in different branches and school types in the 2023-2024 academic year. The sample of the research consists of 439 teachers randomly selected from among the teachers working in these schools. In the study, "Teacher Self-Efficacy Scale" was used as a data collection tool to reveal teachers' self-efficacy beliefs. The scale is the Teacher Self-Efficacy Scale Short Form developed by Tschannen-Moran and Woolfolk Hoy (2001), adapted into Turkish by Erdoğan (2023). In the study, it was determined that a significant difference between teachers' self-efficacy beliefs according to gender variable was in favor of male teachers. It was determined that there was a significant difference between teachers' self-efficacy beliefs according to the variables of branch, professional seniority and type of school where they work. According to the results, it can be evaluated that the self-efficacy beliefs of the teachers participating in the research are not similar to the demographic variables of the research: gender, branch, professional seniority and type of school where they work.
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