Özet:

One of the factors affecting teachers’ professions is perceived teacher self-efficacy. The main purpose of this research is to investigate prospective teachers’ perceived teachers self-efficacies in terms of various variables. The population of the research consisted of 200 students who had attended to pedagogical formation education programme in Kahramanmaş Sütçü İmam University, while the sample which had been determined by using convenience sampling model from this population consisted of 153 students. Teacher Self-Efficacy Scale which was developed by Tschannen-Moran and Woolfolk Hoy (2001) and adopted into Turkish by Çapa, Çakıroğlu and Sarıkaya (2005) was used as data collection tool. The results show that, the prospective teachers who had been educated in one of social sciences disciplines have significantly higher perceived teacher self-efficacies about student engagement, instructional strategies, and total of self-efficacies than those of the prospective teachers’ who had been educated in one of life sciences, except management. On the other hand, some variables such as gender, marital status, age, job status in state or private sector, work experience, montly income, taking seminer about education or not, frequencies of reading the publishing about their branches, and number of entrance to KPSS are not significantly effective on prospective teachers’ perceived teacher self efficacies

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