Özet:

This study was done with the aim of identifying the relationship between the percepted social support and the subdimensions of the teacher's self-capacity. A correlational model was used in the study. The sample of the study consists of 308 teachers who are working in the 2018-2019 educational year in the state schools located in the Hatay province. The study used the "Personal Information Form" to measure the perceptible social support, the "Multi-dimensional perceptible social support scale" and the "Teacher's Self-Qualification scale" to measure the perceptible self-qualifications of teachers. In data analysis, illustrative analysis, correlation and structural equality modeling have been used by statistical techniques. According to the results of the structural equality modeling; the social support perceived positively affects the perception of self-sufficiency. In addition to this, the subdimensions of the multi-dimensional social support of the family, a particular person and friends are positively influenced by self-sufficiency. The relative importance of the influence of the subdimensions of social support on self-capacity has been found in the form of friends, family and a private person. It has been determined that teachers’ perceptions of social support influence their belief in self-sufficiency. Teachers are advised to be informed about social support for their families, friends and managers to improve their self-capacity.

Özet:

This study has been carried out to determine the relationship between perceived social support and its sub-dimensions and teacher self-efficacy. In this research correlational model has been used. The sampling of this research has been conducted on 308 teachers that have been working at the public schools in Hatay province in the 2018-2019 academic year. The research data has been gathered from the teachers by employing “Teacher Information Form”, “Multi-dimensional Scale of Perceived Social Support” to measure perceived social support and “Teacher Self-Efficacy Scale” to measure teachers’ self-efficacy perceptions. In data analysis, statistical techniques that are descriptive analysises, correlation and   structural equation modeling have been utilized. In reference to the results of structural equation modeling perceived social support positively affects self-efficacy perception. Besides family, special person and friend sub-dimensions of multi-dimensional perceived social support positively affect self-efficacy. The array of relative importance regarding to the impact of sub-dimensions of social support on self-efficacy that are friend, family and special person. It was revealed that teachers’ perceptions relating to social support influence their self-efficacy beliefs. It is recommended that teachers’ families, friends and administrators should be informed on social support to raise teachers’ self-efficacy.

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