Investigation of the relationship between the problem solving skills of high school English teachers and their beliefs to learning

The aim of this study is to examine the relationship between problem-solving skills and beliefs about the learning of high school English teachers. For this purpose, the relational screening model research design is used in this research. The universe of the research is High School English Language teachers in the four central districts (Yenişehir, Sur, Bağlar, and Kayapınar) in Diyarbakır in the 2018-2019 academic year. In these four central districts, a total of 281 teachers work, but 34 people did not want to fill in the questionnaire because it was voluntary in filling out questionnaires with data collection tools, and therefore this data was obtained from 247 teachers. "Problem Solving Inventory" and "Belief in Learning Scale" were used as data collection tools. As a result of the research, a statically significant difference is found between the teachers' problem-solving skills and their beliefs in learning. On the other hand, while teachers' perceptions of problem-solving skills don't differ significantly in terms of their gender, age, and professional seniority, they differ in terms of school type and graduate school. The results show that as the teachers' constructivist learning beliefs increase, their problem-solving skills rise; as their traditional learning beliefs increase, their problem-solving skills decrease.