Abstract:

One of the most important conditions for being among the developed countries is to be literate. In this context, literacy is a requirement of enlightenment as well as having reading and writing skills. In this study, it was aimed to determine the level of self-efficacy perceptions of classroom teachers regarding literacy teaching. The research, in which quantitative and qualitative dimensions were used together, was designed in a dominant-non-dominant mixed method design. Teachers' Literacy Teaching Self-Efficacy Scale was used to understand the self-efficacy level of primary teachers regarding literacy teaching in the quantitative phase of the research. In the qualitative phase, semi-structured interviews were conducted with primary school teachers to examine the data obtained from the quantitative phase in detail. The study group consists of 666 primary teachers in the quantitative phase and 41 teachers in the qualitative phase. The findings show that the self-efficacy of classroom teachers regarding literacy teaching is quite sufficient. However, it was determined that there was a significant difference in favor of female teachers in the self-efficacy perceptions of classroom teachers regarding literacy teaching according to gender. In addition, the findings show that the self-efficacy of classroom teachers regarding literacy teaching differs according to the school they graduated from and the length of service.

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