Self - efficacy perception levels and attitudes of classroom and branch teachers towards the using of creative drama method

This research studies whether or not self-efficacy levels and attitudes of Classroom, Turkish, Maths, Science and Tecnology, Social Scienes, Religion and Ethics, Physical Education, Music, Art and English teachers, who work at the public schools in the province and counties of Kars during the educational year 2012 – 2013, towards drama method change depending on certain variables, period of service, gender and branch. The teachers in the research are evaluated in two categories as classroom teachers and branch teachers. The research method used in this study is mixed method where quantitative and qualitative approaches used together. In order to determine the self-efficacy levels of the teachers, "The Self Efficacy Beliefs Scale Towards The Using Of Creative Drama Method", which was developed by Can & Cantürk-Günhan (2009), is applied to 239 teachers, who are selected through simple and purposive sampling method out of the universe and data gathered. In order to determine the attitudes of teachers towards using drama method, the required data gathered from the interviews with 11 teachers who were selected criterion sampling method. The data gathered in the research is analyzed appropriate statistics program. Frequency and percentage techniques are used for defining statistical analyses of personal features of the attendees. During the analysis process, independent sample t test and one-way variance are used in accordance with the research questions. The research has shown that the self-efficacy levels of the teachers are sufficient in terms of using creative drama method. Moreover, there is a meaningful difference in favor of classroom teachers between the self-efficacy levels of classroom teachers and branch teachers. Also, the results have shown that there is a meaningful difference in favor of female teachers between the self-efficacy levels of female and male teachers. The results have also indicated that there is no significant difference between the self-efficacy levels of teachers depending on period of service. Some suggestions are made according to the results of the research