Abstract:

The judgment of their potential to realize is sufficient. Self-capacity affects many elements until a person’s commitment to work. The determination of class teachers’ self-capacity beliefs in the professional sense and the discovery of the variables that influence this belief will give light to the studies that will improve class teachers’ self-capacity. This study was carried out in a quantitative scan model, aimed at determining the levels of self-capacity beliefs of class teachers and the factors affecting this level. The universe of research is formed by class teachers in the official primary schools associated with the Army or the Unnye district in the 2021-2022 educational year. The sample of the study was made by 204 class teachers selected in a easily accessible way from the universe. Example Personal Information Form and Tschannen-Moran and Woolfolk Hoy (2001) developed Teacher Self-Competence Perception Scale-Short Form was applied to the Turkish adaptation prepared by Karaoğlu (2019). Parametric tests have been carried out due to the normal distribution of the data collected. According to the findings obtained, the conclusion was that classmates’ self-quality levels of faith were “too high”. It has also been achieved that class teachers have not differentiated in their levels of self-quality beliefs according to gender, higher education graduation, kinds of pedagogical education and the number of service-in-service education they receive in a year. On the other hand, the results have been achieved that the teachers differed according to their age and childbirth conditions. According to this, the results have been achieved that with the age of teachers, self-capacity beliefs are increasing, and the levels of class teachers who have children are higher "self-capacity beliefs towards student participation".

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