Mesleğe Yeni Başlayan Öğretmenlerin Öz Yeterlik Algılarına İlişkin Görüşleri

The aim of this study is to examine comprehensively the self-efficacy perceptions of the novice teachers teaching in the secondary schools in Famagusta and İskele districts in Turkish Republic of Northern Cyprus. This research is a case study based on parallel-mixed method design. The participants of the study included the teachers with a maximum 3 years of teaching experience in profession in the secondary schools. As data collection tools, “Teacher Self-Efficacy Scale” and interview questions were used in the study. Data were collected by administrating the questionnaire to 62 novice teachers and conducting interviews with 15 novice teachers. The data obtained from the scale were analyzed through SPSS 18 package program, while the data gathered from the interviews were analyzed through content analysis. The findings of the study revealed that the novice teachers perceive themselves as both efficient and inefficient in certain professional subject areas. Both quantitative and qualitative findings revealed that the teachers considered themselves efficient in managing classroom by establishing rules and using different assessment methods and teaching methods and techniques. Qualitative data showed that the teachers viewed themselves efficient in managing classroom by using both autocratic and democratic approaches and managing time by being planned and programmed. On the other hand, qualitative findings revealed that the teachers considered themselves inefficient in time management due to their intensive programs and undesirable student behaviour. Qualitative findings also showed that, in order to ensure the efficiency of the novice teachers, their professional development, teacher education programs and communication and collaboration need to be given importance. Taking into account the findings, implications for practice and future research were addressed at the end of the study.