A needs analysis study on the project preparation curriculum based on the self-efficacy of mentor teachers and stakeholders' perspectives

Project preparation is an important educational process that enhances students' problem-solving, creativity, and analytical thinking skills. Active participation in project preparation processes supports students' academic and personal development. However, it has been observed that the studies on project preparation and participation in project competitions in the literature lack sufficient depth. Although there are studies involving activities related to project competitions and projects, there is a noted absence of comprehensive research that includes the Project Preparation Course and its curriculum. Therefore, this study aims to conduct an extensive needs analysis encompassing both the High School Project Preparation Course Curriculum (HSPPCC) and the Elective Project Preparation Course (EPPC). The primary objective of this research is to quantitatively examine how teachers' self-efficacy levels in project advising vary according to different variables and to qualitatively evaluate the perspectives of stakeholders within the scope of project competitions. In this context, the challenges and needs encountered by teachers and students during the project preparation process will be identified, and recommendations for improving the existing curricula will be provided. Additionally, experiences in participating in project competitions and the evaluation of the current curriculum were examined through a SWOT analysis based on the views of mentor teachers and experts. The research employed a mixed-methods approach; an explanatory sequential design was chosen by collecting and analyzing both quantitative and qualitative data. In the quantitative dimension, a survey design was used to assess teachers' self-efficacy in advising for project competitions, while in the qualitative dimension, a nested single-case design was used to analyze stakeholders' perspectives. The "Self-Efficacy Scale for Project Competitions Advising," developed by Tortop (2014), was used to collect quantitative data. t-test and ANOVA tests were used in the analysis of the quantitative data. The results indicated that teachers generally had high levels of self-efficacy in advising. Additionally, significant differences were found across various sub-dimensions, favoring those with graduate education except for the responsibility sub-dimension. When considering the variable of having taken a scientific research course, significant differences were found in all sub-dimensions favoring those who had taken such a course. Regarding the variable of teaching the EPPC, significant differences were observed in the academic competence sub-dimension favoring those who taught this course. Furthermore, significant differences were found in the responsibility sub-dimension in favor of mentor teachers from vocational and technical branches. In the qualitative dimension, interviews were conducted with nine volunteer teachers who had previously advised students in project competitions and three volunteer experts who had served in various roles in project competitions and conducted academic studies. The content analysis method was used to analyze qualitative data. Based on the participants' views, a SWOT analysis was conducted, identifying the strengths, weaknesses, opportunities, and threats of the current situation. A total of 544 expressions were obtained, and 254 codes were created. These codes resulted in the formation of 10 themes and 35 different categories. The study aims to contribute to the development of more efficient project processes and curricula by identifying the strengths, weaknesses, opportunities, and threats within project preparation processes.