Relationship between elementary teachers' professional development self-efficacy and professional innovativeness tendencies

ABSTRACT Relationship Between Elementary Teachers' Professional Development Self-Efficacy and Professional Innovativeness Tendencies Mehmet Akif YILDIZ Master Thesis FIRAT UNIVERSITY Institute of Educational Sciences Department of Educational Sciences Division of Curriculum and Instruction Program 2025, Elazig, Pages: xii+74 The aim of this study is to examine the relationship between elementary school teachers' professional development self-efficacy and their professional innovativeness tendencies. Teachers' professional competencies are considered one of the key components in enhancing the quality of education and play a critical role in the integration of innovative practices into educational environments. This research was conducted to reveal the impact of teachers' self-efficacy perceptions regarding their professional development processes on their tendencies toward innovative thinking and practice. The study adopted a quantitative research method and employed the relational survey model. The study population consisted of elementary school teachers working in Elazığ during the 2024–2025 academic year. The sample comprised 311 teachers selected through a convenient sampling method. Data were collected using the "Professional Development Self-Efficacy Scale for Teachers" and the "Professional Innovativeness Scale for Elementary Teachers." The findings revealed that teachers' professional development self-efficacy perceptions were high and that these levels positively influenced their professional innovativeness tendencies. According to the gender variable, male teachers scored higher than female teachers in certain sub-dimensions. In terms of demographic variables, significant differences were identified based on gender, seniority, and educational background. While male teachers demonstrated higher self-efficacy perceptions in some sub-dimensions, professional development competencies also varied according to years of service and level of education. Notably, teachers with 11 or more years of professional experience scored higher in both overall self-efficacy and in the "personal development" sub-dimension. Additionally, a significant difference was observed in relation to school location; teachers working in district centers exhibited higher self-efficacy, particularly in the "field-specific development" sub-dimension, compared to those working in rural areas. As professional experience increased, teachers were found to be more willing and confident in adopting innovative practices. This study highlights the necessity of strengthening professional development processes to ensure that education systems evolve into more innovative and sustainable structures. Key Words: Elementary Teaching, Professional Development, Self-Efficacy, Professional İnnovativeness