Analysis of the relationship between proactactiveexhibition levels and perception perceptions of officialteachers in official and private secondary schools

The aim of this study is to determine the relationship between the level of proactive behavior of teachers working in public and private secondary schools and teachers' self-efficacy perception. Relational screening model was used in the study. The population of the study consisted of 2324 secondary school teachers, 1924 teachers from 51 official schools and 408 teachers from 22 private schools in Malatya-Büyükşehir Yeşilyurt and Battalgazi district centers in 2018-2019 academic year. The cluster sampling method was used in the study. The sample consisted of 422 teachers. "Teacher Self-Efficacy Scale" was developed by Tschannen-Moran and Hoy (2001) and adapted to Turkish by Çapa, Çakıroğlu and Sarıkaya (2005) used as a data collection tool and "Proactive Behavior Scale" was used which was adapted to Turkish and compiled by Kanten from four separate studies (Marler, 2008; Yi, 2009; Bolino, 2009; Belschak ve Hartog, 2010) in the literature. In the analysis of the data, arithmetic mean and standard deviation values were calculated to determine the levels of proactive behavior of teachers working in public and private secondary schools and self-efficacy levels of teachers. The data show normal distribution. T test, one way variance in order to determine whether the teachers' self-efficacy levels of teachers working in public and private secondary schools differ significantly according to some independent variables (gender, branch, professional seniority, graduated school type, recently completed higher education program) analysis (ANOVA); Pearson correlation analysis was performed to determine the relationship between them. According to the findings of the study, the level of proactive behaviors and self-efficacy of teachers working in public and private secondary schools were "high" in public school, "very high" in private schools. The level of Proactive behaviors of secondary school teachers and perceptions of self-efficacy vary significantly according to school type. This difference is in favor of the private school. Proactive behavior levels of formal and private secondary school teachers do not differ significantly according to their gender, branch, professional seniority, type of graduated school, and the recently completed higher education program variables. Self-efficacy perception of formal and private secondary school teachers; there is no significant difference between gender and professional seniority variables. In terms of the branch variable, there is a significant difference between the teachers of Fine Arts and Sports and the teachers of Mathematics and Science in favor of teachers from Fine Arts and Sports. According to the type of school type graduated, there is a significant difference between the perceptions of teachers working in official secondary schools. This difference is in favor of faculty of education graduated who work in official secondary schools. According to the type of school type graduated, significant difference wasn't found between the teachers working in private secondary schools. A significant difference was found in favor of teachers working in formal secondary schools in terms of the type of school graduates graduated from formal and private secondary schools. There was a positive and medium level significant relationship between self-efficacy perceptions and the level of proactive behavior of teachers of public and private secondary schools. In the last part of the study, various suggestions are presented considering the results obtained. Key Words: Proactivity, Proactive Behavior, Self-Efficacy, Teacher Self-Efficacy Perception.