Examination of professional self-efficacy and values education self-efficacy of classroom teachers

The purpose of this study is to examine the professional self-efficacy and values education self-efficacy of primary school teachers. In line with this purpose, it is determined how the professional self-efficacy and values education self-efficacy of primary school teacher are distributed in terms of sub-dimensions and general average, and the professional self-efficacy and values education self-efficacy of primary school teachers according to gender, professional seniority, last graduated school, education. level, frequency of following scientific publications, participation in scientific meetings (symposium, congress, conference, etc.) and whether there is a statistically significant difference according to whether they have taken any courses or seminars related to values education. Relational survey model, one of the quantitative research methods, was used in the research. The sample of the study consists of 346 primary school teachers selected by simple random sampling method from a total of 2515 primary school teachers working in Malatya province and its districts in the 2021-2022 academic year. The data of the research, the data about the professional self-efficacy of the primary school teachers, the teacher self-efficacy scale developed by Çolak, Yorulmaz and Altınkurt (2017) and the data about the values education self-efficacy of the primary school teachers were collected with the values education self-efficacy scale of the primary school teachers developed by the researcher. The data obtained were analyzed using the statistical package program and tests such as descriptive statistics, skewness and kurtosis values, t-test for independent samples, one-way analysis of variance (ANOVA), LSD test and eta squared to calculate the effect size were used in the analysis. According to the results of the research, the professional self-efficacy perceptions of the primary school teachers were found to be high. In addition, a significant difference was found in the professional self-efficacy perceptions of primary school teachers according to the variables of taking seminars and courses related to gender and values education. There was no significant difference in the variables of professional seniority, last graduated school, education level, frequency of following scientific publications and participation in scientific meetings. The values education self-efficacy perceptions of primary school teachers were found to be high. In addition, a significant difference was found in the values education self-efficacy perceptions of primary school teachers in the variable of taking seminars and courses related to values education. No significant difference was found according to the variables of gender, professional seniority, last graduated school, education level, frequency of following scientific publications and participation in scientific meetings. When the effect sizes of the variables that show significant differences in the professional self-efficacy and values education self-efficacy of the primary school teachers, it was seen that the effect size was low. A moderate positive correlation was found between the professional self-efficacy of primary school teachers and their values education self-efficacy.