Abstract:

The aim of this study is to investigate the self-efficacy of Social Studies teachers regarding character education and to investigate them in terms of various variables. The descriptive (suryev) screening model was used in the research. The population of the research consists of Social Studies teachers in 48 schools in Kayseri province in 2018-2019 academic year. The sample of the study consists of 168 Social Studies teachers selected according to various variables in the central district of Kayseri Melikgazi. Teachers who participated in the study were examined in terms of variables such as gender, age, professional seniority, education level, graduation status and in-service training. “Character Education Self-Efficacy Scale” was used to collect data. The scale consisted of two parts and the first part of the scale consisted of 7 items containing personal information of teachers. In the second part of the scale, there is a self-efficacy scale related to character education consisting of 21 items in total. The scale consists of a format with values between 0 and 100. Statistical significance level was accepted as p≤0.05 at all stages of the data analysis. According to the results of the study, it was concluded that the Social Studies teachers' self-efficacy levels regarding character education were quite high. According to the other results of the study, it was found that the social studies teachers' self-efficacy levels related to the character education were significantly different according to the age group, gender, seniority years of the profession, the educational level of the teachers, the graduation status, and the in-service training of the teachers about the character education they received in their professions. However, it was found out that the self-efficacy levels of the Social Studies teachers did not show significant differences according to their socio-economic levels.

Keywords: