Examining of primariy school teachers' critical reading self-efficacy perception levels in terms of various variable

In this study, it was investigated whether the critical reading self-efficacy perception levels of primary school teachers differed significantly in terms of various variables. The sample group of this research, which was studied with the descriptive survey model; In the 2021-2022 academic year, 356 classroom teachers in 25 primary schools were selected from primary schools in Adana province central districts (Çukurova, Sarıçam, Seyhan, Yuregir) using the simple random method. In the research, the Personal Information Form prepared by the researcher to determine the demographic characteristics of classroom teachers and the Critical Reading Self-Efficacy Perception Scale consisting of 41 items in a five-point Likert type developed by Karabay (2013) were used as data collection tools. In the analysis of the data, using the SPSS 20 program, Kruskal Wallis H-test were used in groups that did not show normal distribution; Independet Groups T-test and One-way analysis of variance (ANOVA) was used in normally distributed groups. As a result of the analysis, multiple comparison tests were applied to determine between which groups the significant difference between the groups was; significance level was accepted as .05. According to the results of the research, the critical reading self-efficacy perceptions of the classroom teachers are generally at the same level and differ significantly in favor of women in the gender variable, the total score and the evaluation and visual sub-dimensions. A significant difference was found in favor of the teachers who stated that they read more books compared to other teachers in the total score according to the number of books read in a year and in the evaluation and research-examination sub-dimensions. According to the number of social activities they participated in a year, a significant difference was found in the total score in favor of the teachers who stated that they participated in more social activities compared to other teachers, and in the evaluation and research-examination sub-dimensions. On the other hand, it was concluded that there was no significant difference between the critical reading self-efficacy perceptions of the classroom teachers and the variables of age, professional seniority, type of school graduated and educational status. Keywords: Classroom teacher, critical reading, self-efficacy