An analysis of primary school teachers' self-efficacy beliefs, attitudes towards their profession and life satisfaction

This survey is carried out to determine the level of relationship between them whether primary school teachers' self-efficacy beliefs, attitudes towards profession and life satisfaction are analyzed in terms of various variables. It is carried out by using scanning method which is one of the quantitative research methods. In this survey, which is designed in accordance with descriptive screening model, is investigated the relationship of personal characteristics with teachers' self-efficacy beliefs, attitudes towards professions and the life satisfaction. The working group consists of 757 primary school teachers who studied in Iğdır province in 2017-2018 Academic Year. The sample of this survey consists of 456 when considering the valid data collection tools applied to teachers determined by the easily accessible sampling method. Personal information form is used determine the gender, marital status, age, professional seniority and educational status of the primary school teachers; " Teacher Self-Efficacy Scale" developed by Tschannen- Moran and Woolfolk Hoy (2001) and translated into Turkish by Çapa, Çakıroğlu and Sarıkaya(2005) is used to determine self-efficacy beliefs. In addition, "Scale of Attitude towards Teaching Profession" developed by Çetin (2003) with preservice teachers and adapted to teachers by Göloğlu Demir (2016), is used to determine the professional attitudes of teachers. Also " The Life Satisfaction Scale" in developed by Diener, Emmons,Larsen and Griffin (1985) and adapted to Turkish by Köker and Yetim (1991), is used to determine the life satisfaction of class teachers in this survey. In this research, normality tests are done in the analysis of the data. Accordingly, Kolmogorov-Smirnov, Cronbach's Alpha, Spearman Brown's Order Differences Test, Multiple Linear Regression Analysis, Mann Whitney's U Test, Kruskal Wallis Test are used. When the findings are evaluated, it is concluded that primary school teachers' self- efficacy beliefs are quite sufficient. In addition, it is concluded that according to student participation, teaching strategies and classroom management sub- dimensions primary school teachers' self- efficacy beliefs are quite sufficient. It is seen that there is a significant difference in primary school teachers' self- efficacy beliefs across the scale, teaching strategies and classroom management but there is no significant difference in student participation dimension. It is understood that primary school teachers' self- efficacy do not differ sigrificantly in terms of gender, age, professional seniority, educational status and marital status and their attitudes towards the professions are positive. Teachers fully participate in the profession is a demanding profession. It is seen that primary school teachers have the highest average score in the value sub-dimension and the lowest average score in the satisfaction sub-dimension in their attitudes towards the profession. In the attitude towards the profession, it can be said that the teachers are somewhat satisfied with their profession completely valuable. However, no significant difference is observed in the attitudes of the primary school teachers towards the profession according to age, professional experience, educational status and marital status. A significant difference was observed according to gender. It is concluded that female teachers have more positive life satisfaction than male teachers. It has been concluded that there is a positive and low-level relationship between primary school teachers' satisfaction with self-efficacy beliefs regarding the relationship between self-efficacy beliefs, attitudes towards profession and life satisfaction. At the same time, there is a low negative correlation between the attitudes of teachers towards the teaching profession and their self-efficacy, and the attitudes of them towards the teaching profession and their life satisfaction, but this relationship is not significant. KeyWords: Teacher Self-Efficacy Beliefs, Teacher Life Satisfaction, The Attitude Towards Teaching Profession