Özet:

The aim of this research is to reveal the perceptions of self-capacity to the teaching process by English teachers and how they apply these self-capacities in the classroom environment. In the research, one of the patterns of the karma method has been used as a disclosing order pattern. In the first phase of the study, the scan model in the framework of the English language teachers’ self-capacity perceptions were determined by gender and professional age variables and the level of self-capacity perceptions was revealed. In the second phase of the study, the situation study has observed the situation of teachers in the real class environment. The work group in the first phase of the study was formed by 406 English teachers working throughout the province of Elazığ in the 2016-2017 educational and educational year. After the analysis of the first phase, the study group for the second phase was determined between the teachers at the sixth, middle and above the average level of self-quality and the teaching process of nine volunteer teachers with self-quality at different levels was observed. The study used a structured observation form to observe Teachers Sense of Efficacy Scale, TSES (Teachers Sense of Efficacy Scale), which was adapted to Turkish by Çapa, Çakıroğlu and Sarıkaya (2005) to identify the perceptions of English teachers’ self-capacity in the teaching process and to observe the teaching practices in the classroom. In the analysis of gender variables in the study, Mann-Whitney U test; Kruskal Wallis H test was used to compare opinions in professional senior groups. The data obtained from the structured observations are analyzed by the visual analysis method. The study found differences between the levels of self-qualification for the teaching process of English teachers and their classroom practices.