Abstract:

Innovative thinking skills are one of the skills that should be gained to students under the guidance of teaching in the learning and teaching process. Innovative thinking involves students creating products using their acquired knowledge and skills and developing strategies on how to add value to these products. The purpose of this research is to examine the self-efficacy perceptions of science teachers regarding innovative thinking skills. For this purpose, teachers' self-efficacy perceptions regarding innovative thinking skills were evaluated according to various variables such as gender, educational status, professional experience, and in-service training on innovative thinking skills. In the research, descriptive survey model, one of the quantitative research methods, was used. The study group of the research consists of 223 science teachers working in schools affiliated to the Provincial Directorate of National Education in the city center of Siirt. In order to collect data in the research, a structured interview form with the Google Forms application and a self-efficacy perception scale about innovative thinking skills were applied to science teachers. As a result of the research, it was determined that science teachers' self-efficacy perceptions regarding innovative thinking skills were at a high level and teachers' self-efficacy perceptions did not differ depending on their demographic characteristics.

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