Investigation of the relationship between self-efficiency belief and in-class behavior of class teachers

The purpose of this study is to examine the relationship between classroom teachers'self-efficacy belief and classroom teacher behavior. This study 247 classroom teachers working in the 2018-2019 academic year participated in the study carried out in the relational screening model. In the research, the personal information form to obtain the demographic information of the teachers and the "Teacher self-efficacy scale" developed by Çolak, Yorulmaz and Altınkurt (2017) to determine the self-efficacy levels, Büyüköztürk, Kılıç, Karadeniz and Karataş (2004) "In class teacher behavior scale" was used. The Cronbach alpha value was calculated to be .93 for both scales. Methods such as t-test and one way analysis of variance (ANOVA) were used to analyze the data. As a result of the research it is concluded that there is a moderate and significant relationship between teachers'self-efficacy belief and classroom teacher behaviors. No significant difference was found between teachers'self-efficacy belief and gender. It has been found that teachers with 10 or more professional seniority have higher academic self-efficacy than teachers with 1-5 years of professional seniority. In the study it was seen that there was a significant difference according to the grade levels that the teachers taught. This difference is in the sub-dimension of professional self-efficacy belief and intellectual self-efficacy. In addition, it was observed that the presence of foreign students in the class of teachers caused a significant difference in the social self-efficacy subdimension of teachers'self-efficacy scale. When teachers'classroom teacher behaviors were examined it was found that female teachers preferred student-centered education. In the study, it was concluded that there was no significant difference in terms of teacher or student-centered education preferences and whether there is a foreign student in the vocational seniority the classroom and classes. Key words: Self – efficacy belief, teacher self - efficacy, classroom teacher, classroom teacher behaviors.