An investigation of classroom teachers' first reading and writing instruction self-efficacy perceptions in terms of various variables

The purpose of this study is to identify classroom teachers' first reading and writing instruction self-efficacy perceptions in terms of various variables. Sample of this descriptive study was 456 volunteer classroom teachers who worked in primary schools in Yenişehir, Toroslar, Mezitli and Akdeniz districts of Mersin in the 2016-2017 education year. Data were collected using the Socio-demographic form prepared by the researcher in order to identify the participants' demographic features and "First reading and Writing Instruction Self-Efficacy Scale" developed by Özdemir (2015) which aimed to identify teachers' self-efficacy perceptions. Data were analyzed using frequencies, percentages, arithmetic means, standard deviations, t-test, one-way analysis of variance, Mann Whitney U Test and Kruskal Wallis test. Results showed that the teachers felt very efficacious about first reading and writing instruction. However, they had medium-level self-efficacy about first reading and writing instruction to those whose native language is not Turkish and those who receive education in multi-grade classes. Results indicated significant differences between teachers' first reading and writing instruction self-efficacy scores and variables such as age, type of school they work in, how many times they instructed first graders, and finding themselves self- efficacious about cursive script. On the other hand, teachers' first reading and writing instruction self-efficacy scores did not indicate any differences according to gender, years of experience in profession, faculty of graduation, having a master's degree, and the school's socio-economic level. In conclusion, higher experience in instructing first graders seem to increase teachers' self-efficacy perceptions of first reading and writing instruction. Key Words: First reading and writing instruction, self-efficacy, classroom teachers, self-efficacy perception