Abstract:

The study aims to explore classroom self-efficacy beliefs and professional attitudes of the primary education and preschool teachers. towards teaching profession. Furthermore, the relationship between the self-efficacy beliefs and the attitudes of the primary education and preschool teachers was examined. The participants of the study are selected from primary schools and preschool institutions in Rize and a total of 461 teachers volunteered for the study. The results show that there is a statistically significant difference between the genders in terms of the communication skills and planning which was the subscale of teachers' classroom management self-efficacy beliefs. Similarly, the results suggest that there is a statistically significant difference between the branches in terms of the teaching-learning process, parents' participation and planning subscales. The results also indicate that there is a statistically significant difference between the scores of the subscales of attachment and dignity which are classified under the scale of kindergarten and primary school teachers professional attitudes, in terms of branches, and again there is a statistically significant difference between the scores of all the subscales (attachment, dignity and adaptation) in terms of gender. Moreover the results reveal that there is a positive correlational relationship between classroom management self-efficacy beliefs of the primary school and preschool teachers and their attitudes towards teaching profession. In other words, the study indicates that the teachers' professional attitude has a remarkable effect on their classroom management self-efficacy beliefs.

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