ALAN DEĞİŞTİREN SINIF ÖĞRETMENLERİNİN ÖZ YETERLİK İNANÇLARININ İNCELENMESİ

Teachers ’ self - efficacy is defined as the perception about their ability to make students learn. Self - efficacy is reflected in the whole learning process since teacher is the important element of the educational process. Teachers' self - efficacy belief is crucial fo r the development of students’ cognitive competence and providing of learning environments. This study is conducted to determine how classroom teachers changing field feel themselves in their fields that they work. Thus guiding the necessary changes and ad justments is expected by bringing awareness about the current situation. This research is important to get attention on the further studies . The purpose of this study is to show whether the self - efficacy of classroom teachers who changed field differs or n ot according to the gender, years of service, age and the branch. As one of the scan models, causal comparison model is used in this research. The sampling method is used to determine the appropriate working groups in the research. The study group is 71 cl assroom teachers that attending in Zonguldak and changing areas study . To determine the self - efficacy level of the teachers changing field, the "teacher self - efficacy scale" is used, developed by Tschannen - Moran and Woolfolk Hoy and adapted to Turkish b y Çapa, Çakıroğlu and Sarikaya. The findings of this study show that teachers have quite high teach ing self - efficacy beliefs in sub dimensions of self - efficacy scale. Teachers see themselves on the ability to provide classroom managemeenough as the most, t hen see themselves quite competent to provide the ability to use the respective teaching strategies and student participation. Also while the self - efficacy levels of changing areas study teachers were significant differences according to age and seniority year ; but there weren’t significant differences according to gender and branch. Key Words : Self efficacy, Classroom teachers, Change in areas of studies, Alternative Certifi cation