The relationship between self-efficacy perceptions and attitudes of the teachers of social towards measurement and evaluation

The purpose of this study is to establish the correlation amidst social studies teachers' self-efficacy perception of measurement and evaluation, and their attitude scale of measurement and evaluation. The research group is created within 350 social studies teachers who are at the age of average 34,44±7,08 from different middle schools located all around Turkey. In this study, "Measurement and Evaluation Self-Efficacy Perception Scale" which is developed by Çalışkan (2012) and "Attitude Scale of Measurement and Evaluation" which is developed by Çalışkan and Yazıcı (2013) is used as the means to gather data. These scales have reached the social studies teachers who are teaching in various middle schools of Turkey by sharing through online survey methods via their social media accounts and Whatsapp mobile communication application, and the data is gathered accordingly. The results below are obtained as a consequence of the information gathered by using the programme SPSS24: It is identified that there are mid-level correlations with a positive direction between sub-dimensions and final total scores of measurement and evaluation self-eficacy perception scale, and final total scores of the attitude scale of measurement and evaluation of social studies teachers. Additionally, it is found that the dimensions of self-efficacy perception of measurement and evaluation predicted the attitude levels of measurement and evaluation of social studies teachers within a ratio of around %19. It is also identified that the level of self-efficacy perception of measurement and evaluation of the social studies teachers are at a "good" level of in all sub-dimensions "method and technic determining", "analyzing, interpreting the data", "feedback about the student" and "revising the process according to the results" and in general scale. Moreover, it is concluded that the attitude level of measurement and evaluation of teachers are at a "good" level in regard to "attitudes related to the program" and "positive attitudes", and at "average" level in regard to "negative attitudes". It is also identified that there is difference between the scores in "analyzing, interpreting the data" sub-dimension of the self-efficacy attitudes of measurement and evaluation in relate to gender; but on the contrary, that there is no difference between the scores of other sub-dimensions, and final total scores of the self-efficacy attitudes of measurement and evaluation. It is found out that there is no difference between the scores of both sub-dimensions and final total of measurement and evaluation attitude levels with respect to the gender of social studies teachers. It is also established that there is no difference between the scores of sub-dimensions and final total scores of both self-efficacy perception and attitude level of measurement and evaluation in regard to the seniority. In addition to that, in this study, the relationship between self-efficacy perceptions and attitudes of the teachers of social studies towards measurement and evaluation was evaluated according to the seniority of the teachers, branches, settlement units and whether they receive in-service training.