Investigation of the relationship between classroom teachers' self-efficacy beliefs and their readiness for change

The aim of this study is, to determine the teachers' self-efficacy belief level of classroom teachers and their readiness for change and reveal the relationship between their teachers' self-efficacy belief and readiness for change. In addition, the relationship between gender and professional seniority variables and teachers' self-efficacy beliefs and readiness to change were determined. 140 volunteer classroom teachers performing duty in 12 public primary schools located in Bolu city center constituted the working group of this study in the correlational survey model. The data were collected with the "Teachers' Sence of Efficacy Scale" and "Readiness for Change Scale". The study was conducted during the spring semester of 2018-2019 academic year. Arithmetic Mean, Standard Deviation, Spearman's Rank Correlation Coefficient and Mann Whitney-U Test were used in the analysis of the data collected in the study. The results of the study show that there exists a medium-level meaningful positive correlation between the teachers' self-efficacy belief levels and the readiness for change levels of classroom teachers. In addition to this, it were determined that there exists no differentiation in the teachers' self-efficacy beliefs and readiness for change of classroom teachers in terms of their genders and professional seniorities. Moreover, it were concluded in the study that the teachers' self-efficacy belief levels and readiness for change of classroom teachers are high. Key Words: Self-efficacy belief, Teachers' self-efficacy belief, Readiness for change, Classroom teacher