A study on Turkish teachers' application situations of drama method in Turkish courses and their perceptions of self-efficacy regarding drama techniques

The main purpose of this research is to determine the extent to which Turkish teachers know the competences of applying the drama method and drama techniques and to what extent they apply what they know. The survey model, which is one of the quantitative methods, was used in the research. The sample of the research consists of 133 Turkish teachers working in official secondary schools affiliated with the Ministry of National Education. Within the scope of the purpose of the research, the teacher and educational drama application competence scale as a drama leader developed by Karadağ, Çalışkan, Korkmaz and Yüksel (2008) and the competence survey on drama method techniques developed by Koç (2013) were used as data collection tools. The analysis of the data collected from Turkish teachers was done in two different ways. First, SPSS 21 program was used to analyze the data obtained from the survey form, and descriptive statistics of the data obtained were performed to examine the participants' proficiency in drama method techniques. As a result of the research, it was determined that Turkish teachers were most knowledgeable about story-event enactment and least knowledge about finger play technique. While applying the drama method, Turkish teachers stated that there were problems such as lack of equipment, high number of students, parents' attitude, management's attitude, lack of knowledge about the drama method, inability to cover the course topics and small classroom size. It has been determined that Turkish teachers' drama application proficiency levels are high. There is no significant difference between the proficiency levels of Turkish teachers in applying the drama method and the variables of gender, years of professional experience, theater attendance, place of duty and class size; It was determined that there was a significant difference according to the variables of taking a drama course during the undergraduate period, receiving drama education in any course, and reading and reviewing theater texts.