Öğretmenlerin Okuma ve Yazma Öğretimine Yönelik Öz Yeterlik Algıları

Abstract

The main purpose of this study is to examine teachers' perceptions of self-efficacy towards teaching reading and writing. In this direction, it was aimed to reveal teachers' perceptions of self-efficacy for teaching reading and writing with a descriptive perspective in the scanning model. The population of the study consists of the teachers working in the central district of Tokat province. Accordingly, the sample of the study included 191 teachers from Preschool, Elementary, Mathematics, Turkish, Social Studies, English, Science and Technology and Information Technologies branches who were reached in accordance with the convenience sampling method and who wanted to participate in the study voluntarily. Teachers' Self-Efficacy Scale for Teaching Reading and Writing, which was adapted by Yıldırım, Ateş, and Çetinkaya (2016), was used as a data collection tool during the research process. As a result of the data analysis, it was determined that teachers' self-efficacy perceptions for teaching reading and writing were generally high. However, the variables of age, gender, seniority and educational status do not have a significant effect on self-efficacy perception for teaching reading and writing. On the other hand, in terms of branch variable, it was concluded that Classroom teachers have higher levels of self-efficacy than Preschool, Mathematics, Social Studies and Science and Technology teachers, and Turkish teachers than Preschool, Mathematics and Foreign Language teachers.