Examination of the map literacy self-efficacy levels of social studies teacher candidates in terms of selected variables

The purpose of this study is to determine the self-efficacy levels of preservice social studies teachers regarding map literacy and to examine whether these levels differ according to various variables. The study group consists of 281 preservice teachers from different grade levels. Data were collected using the Map Literacy Self-Efficacy Scale, developed by Fuat Özcan (2015), which includes 20 items and three sub-dimensions, along with a personal information form. The data were analyzed using the SPSS software package; descriptive statistics were calculated for each sub-dimension, and appropriate parametric and non-parametric tests were conducted to identify significant differences among variables. The findings indicate that preservice teachers have high levels of self-efficacy in location interpretation and location determination skills, whereas their self-efficacy related to map processing skills is relatively lower. In the location interpretation dimension, most participants perceived themselves as competent, which resulted in a partial deviation from normal distribution. Overall, significant differences were found among the variables examined in the study. In particular, the use of maps while studying and participation in elective courses were found to have a positive effect on map literacy self-efficacy. These results suggest that preservice teachers who interact more frequently with maps or take map-related courses tend to develop higher levels of self-efficacy. The findings emphasize that map literacy is a fundamental competence in social studies education and highlight the need to strengthen instructional programs through practical activities, digital mapping tools, and assessment-based approaches to support the development of these skills.