Abstract:

In this research, special education teachers' perceptions of professional self-efficacy were examined according to various variables. With this general purpose, the professional self-efficacy perceptions of special education teachers were compared in terms of gender, age and professional seniority variables. In this respect, this research is a descriptive, relational screening and causal comparison research. The research was conducted on a total of 62 teachers working in the field of special education. "Personal information form" and "self-efficacy scale" were used as data collection tools in the research. Frequency, percentage, arithmetic mean, t test for independent groups, and one-way analysis of variance were used to analyze the data in the study. As a result of the research, it was found that the professional self-efficacy of special education teachers was generally high, there was no significant difference between the general scale scores according to gender, age and professional seniority, but there was a difference in favor of teachers aged 22-27 and 28-33 in the student participation sub-dimension of special education teachers. It was concluded that there were significant differences in favor of teachers with 16 years of experience and above in the sub-dimensions of student participation and teaching strategies in the professional seniority variable.

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