Abstract:

This study investigated the relationship between primary education teachers' first reading and writing teaching self-efficacy perceptions, and the factors of self-regulation and distance education. Because, it is thought that it is important to determine the self-efficacy of teachers for the effective implementation of primary reading and writing teaching, to enable teachers with self-regulatory learning skills to organize the learning environments of students, and to use distance education for teachers today. The sample of this study consists of 350 primary education teachers who worked in 10 primary schools at Erzurum in Turkey during the 2021-2022 academic year. Diversity in terms of schools, gender, seniority, and educational level of the teachers was considered while selecting the teachers who participated in the study. Relational scanning design was used in this descriptive study. This study employed a correlational survey design, a quantitative research method to examine the relationship between primary education teachers' first reading and writing teaching self-efficacy perceptions, and the factors of self-regulated learning skills and distance education. "Primary Literacy Teaching Self-Efficacy Scale", "Self-regulated Learning Scale" and "Observation Scale for Distance Education" were used as data collection tools. Pearson correlation analysis, multiple regression analysis were used in data analysis. According to the findings, there is a significant relationship between primary reading and writing teaching self-efficacy levels, self-regulatory learning skills and their thoughts on distance education, on the other hand, there is no mediating effect of views on distance education between primary reading and writing teaching self-efficacy levels and self-regulatory learning skills seen. All the findings were discussed and, suggestions were made accordingly.

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