Abstract:

This study was conducted in order to determine the self-efficacy of primary school teachers and the problems that they encounter in physical education and game classes. The sample of study are consisted of 391 primary school teachers who were selected by stratified sampling method and working in Konya and Niğde provinces in the second semester of the 2018-2019 academic year. In research, 'Teacher self-efficacy belief scale' was used. In addition, teachers were asked open-ended questions about physical education and game lesson. According to the findings of the research, it was concluded that teachers are quite sufficient in the field. No difference was found between the self-efficacy scores by gender. Self-efficacy scores are significant in favor of those who do not need in-service training. Significant results were obtained in the sub-dimension of student participation in favor of teachers using physical activity card (PAC) in physical education and game lesson. This course which branch teacher should conduct were achieved meaningful findings in favor of the primary school teacher. The answers of teachers for open-ended questions were converted into frequency tables. According to the answers of the teachers, among the subjects that need in-service training; new teaching approaches, classroom management, special field courses and the use of technology in education have come to the fore. In physical education and game lessons, the movements of displacement, object control and balancing are acquisitions that teachers can do best. The course achievements that are forced in practice; are  designing games, using various strategies and tactics, designing appropriate programs to improve physical fitness, preparing a nutrition program to protect health. When the problems encountered in physical education and game lessons are examined, they are generally collected under three headings. These are that the school-environment is caused by the teacher and the student.

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