Abstract:

The purpose of this research is to determine the self-efficacy levels of classroom teachers. This research was made in the survey model. The universe of the research is composed of 2200 classroom teachers who are working in state primary schools in Elazığ in the 2017-2018 academic year. The sample consists of 269 classroom teachers determined by simple random sampling. “Teachers' Sense of Efficacy Scale" developed by Tschannen-Moran and Hoy (2001) and adapted to Turkish by Çapa, Çakıroğlu and Sarıkaya (2005) was used as the data collection tool in the research. Self-efficacy levels of classroom teachers are quite adequate in the sub-dimensions of self-efficacy for classroom management and for student participation, and in the whole scale. In the sub-dimension of self-efficacy for instructional strategies, it is higher, although it is at the same level. There was no significant difference between self-efficacy levels of classroom teachers according to gender, education level and the variables of the teachers' place of residence. Self-efficacy levels of teachers working in schools with a number of teachers between 1-10 are higher than those between 20-29. It can be said that, as the self-efficacy towards classroom management increases, the level of self-efficacy towards student participation and teaching strategies increases.

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