The relationship between teachers' self-efficiency and their attitudes to supervision

The aim of this research is to determine the relationship between teachers' self-efficacy and their attitudes towards supervision. This research is a quantitative study and the relational survey model was used in the research. The universe of the research consists of 2316 teachers working in different school types in Vezirköprü, Havza and Ladik districts of Samsun province in the 2021-2022 academic year. The sample of the study consists of 747 teachers determined by simple random sampling method from the universe. "Personal Information Form", "Teacher Self-Efficacy Scale" and "Attitude Scale Towards Supervision" were used as data collection tools in the research. Arithmetic mean, standard deviation, unrelated group ttest, ANOVA, Scheffe, Pearson product moment correlation coefficient, multiple regression analysis techniques are used in the analysis of data. All the results of the research are tested bidirectional and significance level is accepted as 0,05. Statistics analyzes are done with SPSS software. According to the results of the research, teachers' self-efficacy is high and teachers' attitudes towards supervision are moderate. While there was no significant difference in teachers' self-efficacy according to the variables of educational status and marital status; It was determined that there was a significant difference according to gender, professional seniority, branch type and school type variables. While there was no significant difference in teachers' attitudes towards supervision according to marital status, branch type and school type variables; It was determined that there was a significant difference according to the variables of gender, education level, and professional seniority. While teachers' "innovative behavior" self-efficacy is in the first place, their "coping behavior" self-efficacy is in the second place. In the teachers' attitudes towards supervision, "the effect of supervision on the employee" is in the first place, while "the effect of supervision on the organization" and "the effect of supervision on relations" take place respectively. It was determined that the relationship between teachers' self-efficacy and their attitudes towards supervision was positively significant. The predictive effect of teachers' self-efficacy on teachers' attitudes towards supervision is significant and covers 7.9% of the variance of the attitude scale towards total supervision.