The research between the correlation of teachers' problem solving abilities and teaching proficiencies

The purpose of this research is to determine the correletion between the teachers' problem solving abilities and teaching proficiencies. The sample of the research includes 423 teachers woerking at the schools ministry of national education in Kocaeli between 2020 and 2021 educational year. Because of the fact that the purpose of this research is to determine the correlation between the teachers' problem solving abilities and teaching proficiencies; relational scounin model, which is one of the quantitive research methods, was used. The research data was collected via problem solving inventory (PÇE) which was developed by Heppner and Peterson (1982) and adapted to turkish by Şahin, Şahin and Heppner (1993); and teaching proficiency scale and the personel information form which was developed by Chang (2011) and adapted to Turkish by Bedir. SPSS package program was utilized fort he analysis of data used in socialscience. During the analysis, firstly cronbach alpha correlation was calculated to determine the reliability of both scales. Descriptive statistics were utilized in order to specify the scores of the teachers that were taken from the problem solving invertory and teaching proficiency invertory in the sub problems of the research. Accordingly for both scales and their sub dimensions; mod, median, arithmetic average, standart deviation, minimum and maximum value of the scares were calculated. In the analysis of the sub problems in which the relation was going to be revised, the normality of the data were considered and the tests werw decided accordingly. While analyzing the normality of tests, Kolmograv-Simirnov and Shapiro-Wilk tests were used. In the sub problems, which the relation wasanakyzed in, for being seen that the data's not showing normal distribution in terms of gender, Professional seniority, brach and state of edycation varieties, Mann-Whitney U test, Kruskall- Wallis test and Spearman Rho correlation coefficiency were used, as a result of the research, it was seenthat correlation between the teachers' problem solving abilities and teaching proficiencies were positive, in poor degree and meaningful, it was conclued that in total score and in all sub-dimensions, the problem solving abities of teachers were in high degree, mean while in problem solving mostly avoidant approach but lesser hasty approach was used by them. While it was seen that the problem solving abilities didn't differentiate according to the gender, Professional seniority, and state of education variables; the differentiation was seen according to the brach in teachers' sub-dimensions of problem solving abilities, it was inferred that in total score and in all sub-dimensions the teaching proficiencies of teachers were in high degree and considering themselves less sufficient in using technology in classroom management mostly, it was seen that the teachers' teaching proficiencies didn't differentiate according to the variables of branch and state of edycation, but the differention emerged according to the gender and Professional seniority in sub-dimensions of proficiency of teachers. Keywords: Problem solving, Problem solving ability, Teaching proficiency, Teacher