Özet:

Self-efficacy is the individual's self-awareness in reaching the intended performance and the individual judgment that he forms for his success. Supervision is the process of involving the teacher in the educational background in order to improve teaching and increase student achievement. The attitude towards the supervision, on the other hand, is a factor that will determine the reaction and subsequent behaviors of the supervisor towards the supervision process and the supervisor after the supervison. This study aims to reveal the relationship between teachers' self-efficacy and their attitudes toward supervision. In the study, a relational survey methodology was employed. 2316 teachers who worked in various districts around the province of Samsun made up the study's population, and 747 of those instructors were chosen at random to represent the sample. Data collection techniques included the "Teachers' Self-Efficacy Scale" created by Schmitz and Schwarzer (2000), translated into Turkish by Yılmaz, Köseoğlu, Gerçek, and Soran (2004) as well as the "Attitude Toward Supervision Scale" created by Gündüz, Elma, and Aslan (2018). The methods utilized to evaluate the data included arithmetic mean, t-test, one-way analysis of variance (ANOVA), Pearson product-moment correlation coefficient, and multiple linear regression. The analysis' findings showed that while instructors' views regarding monitoring were on the medium side, their levels of self-efficacy and efficacy were on the high side. Regarding education level and marital status, there was no discernible variation in teachers' self-efficacy; nevertheless, there was a discernible difference when it came to gender, professional seniority, branch, and school type. While there was no significant difference in teachers' views about supervision when branch type, school type, or marital status were taken into account, there was a significant difference when professional seniority, gender, and educational status were taken into account. The association between instructors' attitudes about supervision and their sense of self-efficacy was shown to be both favorable and substantial. Also, it was found that instructors' views toward monitoring were significantly predicted by their level of self-efficacy.