Determination of self-efficacy perceptions of primary teachers in teaching primary reading and writing: Self-regulated learning and distance education factors

In this study, it was aimed to determine the self-efficacy of primary school teachers towards teaching reading and writing, and to examine the factors of self-regulation and distance education. Relational scanning design was used in this descriptive study. "Primary Literacy Teaching Self-Efficacy Scale", "Self-regulated Learning Scale" and "Observation Scale for Distance Education" were used as data collection tools. Pearson correlation analysis, multiple regression analysis, confirmatory factor analysis were used in data analysis. According to the findings, it was seen that the primary reading and writing teaching self-efficacy levels and self-regulatory learning skills of the primary school teachers were high, and their thoughts on distance education were moderate. There is a significant relationship between primary reading and writing teaching self-efficacy levels, self-regulatory learning skills and their thoughts on distance education, on the other hand, there is no mediating effect of views on distance education between primary reading and writing teaching self-efficacy levels and self-regulatory learning skills. seen. Keywords: Self-efficacy, self-regulated learning, distance education, first reading and writing.