An investigation of self efficacy perceptions of instructors teaching Turkish as a foreign language to Syrian students

The aim of this study is investigate the self-efficacy perceptions of instructors teaching Turkish as a foreign language to Syrian students in terms of gender, age, undergraduate program, school type, teaching experience, taking "Teaching Turkish as a Foreign Language" course during undergraduate program and getting Turkish Teaching research and Application Center Certificate (TÖMER) and also find out instructors' views and teaching practices. The sample of the research consisted of 305 Turkish teachers working as part of the Integration of Syrian Children into the Turkish Education System Project (PICTES) between the education years 2017-2019. Mixed research method was used in this study. In the quantitative part of the study, as the data collection tool, "Self-efficacy Perception Scale Based on Teaching Turkish as a Foreign Language" developed by Şahin et.al (2013) was used. In the qualitative part of the study, semi-structured interviews were conducted with 12 volunteer Turkish instructors. The data were evaluated with content analysis method. According to the research, it was found that instructors' self-efficacy perceptions differ significantly in terms of age, graduate degree and having Tömer certificate variables but there was not significant difference among teaching experience, school type and taking "Teaching Turkish as a Foreign Language" course. Besides, it was seen that instructors' point of view about social integration is one-way adaptation. It was detected that the instructors used teaching activities similar to ones of the mother tongue while teaching the four basic skills.