Abstract:

The purpose of this research is to determine self-efficacy levels of classroom teachers. This research was conducted with 278 classroom teachers that work for primary schools in the province of Sakarya according to screening model To determine the self-efficacy beliefs of teachers, the long form of “Teachers’ Sense of Efficacy Scale” (TSES) that was developed by Tschannen-Moran and Woolfolk Hoy (2001) and translated to Turkish language by Çapa, Çakıroğlu, and Sarıkaya (2005) was used. Cronbach’s Alpha co-efficient related to whole scale that was adapted to Turkish language was found 0.93 and sub-dimensions’ alpha values are 0.82 for student participation, 0.86 for self-efficacy aimed at learning strategies, 0.84 for classroom management. To analyze data, statistical techniques as frequency, percentage, mean, and standard deviation were used. According to results obtained from the research, the general self-efficacy belief levels of classroom teachers that works in primary schools was found to be “sufficient”. With respect to sub-dimensions of the scale, teachers found to be considerate their self-efficacy belief levels in having students participate in courses actively as “moderately sufficient”, self-efficacy belief levels in using teaching strategies and in classroom management as “sufficient”.

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