İngilizce öğretmenlerinin genel öz yeterlik ve özel alan yeterlik inançlarının incelenmesi

The quality of each element that makes up the educational system, such as teachers, students, parents, educational programs, and environment have direct impact on the quality of education. The most crucial factors that affect the product's quality in this system are the teachers' stance and their competencies. Teachers' self-perceptions, perceptions of others, and their reactions to events and situations, are as effective on students as the learning objectives they set. Teachers with self-efficacy beliefs are very effective in forming desired student behaviour and for optimal teaching. This study aimed to determine the relationship between general self-efficacy beliefs and subject area competency beliefs of English language teachers. Also, it aimed to examine the level of their general and subject area self-efficacy belief levels regarding some demographic features such as gender, years of teaching experience, school type, school level, academic degree and graduated faculty and department. The research sample consisted of 203 English language teachers working at state and private schools in the central district of Amasya. The data was collected through two scales: General Self -Efficacy Scale (GSES) and English Language Teacher Subject Area Competency Scale (ELTSACS). ELTSACS was designed to assess English language teachers' subject area competency beliefs on three bases, efficacy for supporting language skills, efficacy for evaluation and assessment and efficacy for arranging educational setting. The study revealed that English language teachers had high general self-efficacy beliefs and subject area competency beliefs. The years of teaching experience variable was proven to be an important factor that caused significant differences in English language teachers' subject area competency beliefs. Also, the current study concluded that English language teachers had the highest efficacy belief scores in Supporting Language Skills sub-dimension. Lastly, a significant positive relationship between English language teachers' general self-efficacy beliefs and their subject area competency beliefs was found.