Akademik Veri Yönetim Sistemi
INTERNATIONAL JOURNAL OF CURRICULUM AND INSTRUCTION (IJCI), cilt.13, sa.1, ss.169-182, 2021 (Hakemli Dergi)
This research was carried out to determine the self-efficacy perceptions of teachers working in Imam Hatip Secondary Schools and to examine the effect of teachers' competencies on students and education environment (relationships with students and teaching-learning processes). “Teacher self-efficacy scale” in the quantitative dimension of the research carried out by the mixed method; “semi-structured interview form” was used in its qualitative dimension. There were 357 teachers in the quantitative part and 86 students in the qualitative part of this research carried out in Istanbul in 2020. According to the results of the research, it was determined that teachers have a high level of self-efficacy. It was observed that gender, seniority and branch variables did not make a significant difference on teachers' self-efficacy perception. In qualitative part, it was concluded that the students confirmed the high efficacy of teachers. It has been determined that high self-efficacy of teachers affects the educational environment positively. As the factors that positively affect the teaching-learning processes; it was determined as giving responsibility, using different teaching methods, cooperating in classroom management, connecting with daily life, following homework outside of school and cooperating with their families. As the factors that negatively affect the teaching-learning processes; teaching the lesson with a single technique, addressing only the relevant students and communicating with the family only in a negative situation. For future research, comparative results can be obtained by evaluating teacher competencies from the eyes of other stakeholders in education, such as school administrators, colleagues, students and parents.