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Abstract


FACTORS AFFECTING THE SELF-EFFICACY BELIEFS OF CLASSROOM TEACHERS: THE CASE OF ÜNYE
The judgments of individuals about their potential to be able to perform what they need to do in line with their personal or professional goals are called self-efficacy. Self-efficacy affects many factors up to a person's commitment to work. Determining the professional self-efficacy beliefs of classroom teachers and revealing the variables affecting this belief will shed light on studies that will increase the self-efficacy of classroom teachers. This study, which was conducted in order to determine the self-efficacy belief levels of classroom teachers and the factors affecting this level, was carried out in a quantitative survey model. The universe of the research consists of classroom teachers working in government primary schools in Ünye district of Ordu province in the 2021-2022 academic year. The sample of the research was composed of 204 classroom teachers selected from the universe by an easily accessible method. The Sampling Personal Information Form and the Teacher Self-Efficacy Perception Scale-Short Form developed by Tschannen-Moran and Woolfolk Hoy (2001) were adapted to Turkish by Karaoğlu (2019). Parametric tests were applied because the collected data had a normal distribution. According to the findings obtained, it has been concluded that the self-efficacy belief levels of classroom teachers are “too high”. In addition, it has been concluded that there is no differentiation in the self-efficacy belief levels of classroom teachers according to gender, higher education graduation status, pedagogical education types and the number of in-service trainings they receive in a year. On the other hand, it has been concluded that there is a differentiation according to the age of the classroom teachers and their status of having children. Accordingly, it was concluded that self-efficacy beliefs increase as teachers age, and that classroom teachers who have children have higher levels of “self-efficacy belief in student participation”.

Keywords
Self-efficacy, classroom teacher, competence


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