Investigation of the self-efficacy of character education pertaining to primary education social studies teachers

The aim of present research is to investigate the self-efficacy levels and opinions of Character Education pertaining to Social Studies teachers. In current research mixed method where quantitative and qualitative research methods are employed simultaneously has been utilized. On quantitative dimension ?Self-efficacy Scale on Character Education? has been applied on teachers. On qualitative dimension on the other hand interview has been conducted with teachers to attain their views and opinions regarding the practices on Character Education.Restricted to the boundaries of Ankara Metropolitan Municipality, the population of quantitative research consists of 872 Social Studies teachers assigned during 2010?2011 academic year within 8 central districts primary education schools affiliated with the Ministry of National Education. Sampling has been selected via stratified sampling method that has been created with the participation of these teachers. Sampling is composed of 267 Social Studies teachers assigned in 8 central districts. Additionally, teacher study group concerning qualitative dimension of the research consists of 16 Social Studies teachers assigned in 8 central districts primary education schools in city of Ankara.In data analysis descriptive and predictive statistical processes have been followed. In evaluating the views of Social Studies teachers regarding self-efficacy levels with respect to factors, arithmetical means ( ) and standard deviation (Ss) have been employed. Besides, in detecting whether self-efficacy levels vary with respect to independent variables one-way variance analysis (ANOVA) and independent groups t test have been utilized. Data obtained from teachers via interview method have been analyzed under content analysis method which is one of the qualitative research data analysis methods.The findings obtained from this research are as given below:As regards both overall Self-Efficacy Scale on Character Education and sub- dimensions of scale, Social Studies teachers generally possess quite high levels of self-efficacy. Social Studies teachers? self-efficacy levels on ?Setting a Model and Mentor? which is one of the sub-dimensions of scale did not vary with respect to gender, age groups, professional seniority, educational background, status of graduation, income levels of parents, status of receiving in-service training on values or Character Education, the districts they work in.It has also been ascertained that Social Studies teachers? self-efficacy levels on ?Creating a Moral Classroom Environment? which is one of the sub-dimensions of scale did not vary with respect to age groups, professional seniority, educational background, status of graduation, income levels of parents, status of receiving in-service training on values or Character Education. Nonetheless a meaningful differentiation has been determined with respect to the gender and assigned districts of Social Studies teachers.It has been detected that Social Studies teachers? self-efficacy levels on ?Gaining Values through Teaching Program? which is one of the sub-dimensions of scale did not vary with respect to gender, age groups, professional seniority, educational background, status of graduation, status of receiving in-service training on values or Character Education or the districts they work in. Yet, Social Studies teachers? self-efficacy levels change with respect to income levels of parents.Social Studies teachers? self-efficacy levels on ?Creating a Democratic Classroom Environment? which is one of the sub-dimensions of scale did not vary with respect to gender, age groups, professional seniority, educational background, status of graduation, income levels of parents, status of receiving in-service training on values or Character Education or the districts they work in.Social Studies teachers? ?Self-efficacy Levels on Character Education? didn?t vary with respect to gender, age groups, professional seniority, educational background, status of graduation, status of receiving in-service training on values or Character Education or the districts they work in. But it has been detected that Social Studies teachers? self-efficacy levels differentiated with respect to income levels of students? parents.In the light of obtained interview findings it can reasonably be argued that Social Studies teachers? views and practices on Character Education are related to Setting a Model and Mentor, Creating a Moral Classroom Environment, Gaining Values Through Teaching Program and Creating a Democratic Classroom Environment.