Özet:

In the study, it was examined whether there is a significant relationship between the self-efficacy beliefs in and this study, the relationship between the self-efficacy beliefs and the level of professional satisfaction of elementary school teachers was investigated. The correlational survey model of quantitative research techniques was utilized in this study. The research data were collected through Self-Efficacy Belief Instrument, Professional Satisfaction Scale and Personal Information Forms. In this study, a study universe was chosen owing to the quite high number of elementary school teachers. The research data were collected by choosing a reachable sample group. The sample group of the study consists of 650 elementary school teachers who work at public schools of Mersin Central District National Education Directorate (Akdeniz, Mezitli, Toroslar, Yenişehir) and who voluntarily agreed to participate in the research. The data were analysed with the SPSS 25.00 software. In the analysis of the collected data, Pearson Correlation Test for problem status, T-test for sub-problems and Kruskal-Wallis H Test were applied. According to the result of the research, it has been found out that there is a statistically significant difference (p<0,01) between the self-efficacy beliefs and the level of professional satisfaction of elementary school teachers and that this difference is a significant relationship in a positive way. It has been found out that there is no significant difference between the self-efficacy beliefs of elementary school teachers and their sex, age, marital status, or the school they graduated. It has been seen that there is a significant difference between professional satisfaction of the teachers and their seniority. As a result of the pairwise comparisons, it was found that the significant difference was between teachers with 6-10 years of seniority and teachers with 16-19 years of seniority, and it was in favor of teachers with 16-19 years of seniority. In line with the researches and the results obtained, suggestions were made to carry out studies to further strengthen the positive and significant relationship between self-efficacy beliefs and professional satisfaction levels of classroom teachers.

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