The relationship between the activities carried by primary school teachers to teach thinking in the learning teaching process and the perception of self-efficiency to teach thinking

The purpose of this research is to examine the relationships between primary school teachers' activities to teach thinking in the learning-teaching process and self-efficacy perceptions for teaching thinking. The sample of the study, which used single scanning model, relational scanning model and causal comparison design from general scanning models, consists of 407 primary school teachers working in Balıkesir city center, district and neighborhoods in the 2021-2022 academic year. As the data collection tool in the research, "The In-Class Practices Scale for Teaching Thinking Skills of Teachers (DBÖ)" developed by Dilekli and Tezci (2015a) and "The Self-Efficacy Perception Scale for Teaching Thinking Skills of Teachers (DBÖA)" developed by Dilekli and Tezci (2015b). used. Independent Groups t-Test, One-Way Analysis of Variance (ANOVA), Kruskal Wallis H-Test and Correlation analysis were used in the analysis of the data of the study. SPSS package program was used in the analysis of the data. According to the findings of the research, it was concluded that teachers with 21 years of professional seniority and above included more activities for teaching thinking skills in their lessons. While there was a significant difference between the activities of the teachers for teaching thinking skills and their gender, no significant difference was observed in terms of other demographic characteristics. It has been determined that the level of self-efficacy perceptions of primary school teachers in teaching thinking skills is high. In addition, a positive and moderately significant relationship was found between the activities of primary school teachers for teaching thinking skills and their professional self-efficacy perceptions.