Classroom teachers' perceptions of self-efficacy and collective efficacy

ABSTRACT Classroom Teachers' Perceptions of Self-Efficacy and Collective Efficacy GÖKHARMAN, İbrahin Master's Thesis, Department of Basic Education, Division of Classroom Education Thesis Advisor: Dr. Öğr. Üyesi Yücel FİDAN June, 2024 The purpose of this study is to examine classroom teachers' perceptions of self-efficacy and collective efficacy in terms of various variables. The research was conducted with a descriptive type relational survey model from quantitative research methods. The population of the study consists of 1827 classroom teachers working in Denizli city center. The sample of the study consists of 500 classroom teachers selected by convenience sampling method among the classroom teachers working in Denizli city center in the 2023-2024 academic year. In the study, the "Teacher Self-Efficacy Belief Scale" developed by Çolak, Yorulmaz, and Altınkurt (2017) was used to determine the self-efficacy perceptions of classroom teachers and the "Collective Efficacy Scale" developed by Zincirli and Demir (2021) was used to determine their collective efficacy levels. In addition, the Personal Information Form developed by the researcher was used to obtain demographic information about the participants. In this context, the study investigated the level of classroom teachers' perceptions of self-efficacy, whether their perceptions of self-efficacy differ significantly according to gender, professional seniority and teaching career stages, the level of classroom teachers' perceptions of collective efficacy, whether their perceptions of collective efficacy differ significantly according to gender, professional seniority, teaching career stages and career stages of the administrators in the primary school where they work, and whether there is a significant relationship between perceptions of collective efficacy and perceptions of self-efficacy. According to the findings, there was no significant difference between classroom teachers' self-efficacy perceptions and demographic variables of gender, age, seniority, and education level. It was determined that there was no significant difference in classroom teachers' self-efficacy perceptions according to the teacher professional career stage variable. However, it was determined that there was a significant difference in the self-efficacy perceptions of classroom teachers according to the principal professional career stage variable. It was determined that there was a significant difference between the head teacher and the specialist teacher in favor of the head teacher. According to another finding, there was no significant difference between the collective efficacy perceptions of classroom teachers and the demographic variables of gender, age, seniority, and education level. It was determined that there was no significant difference in classroom teachers' collective efficacy perceptions according to the teacher professional career stage variable. However, it was determined that there was a significant difference in the collective efficacy perceptions of classroom teachers depending on the principal professional career stage variable. It was determined that there was a significant difference between the teacher and the expert teacher in favor of the teacher.