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Abstract


DETERMINATION OF PRIMARY SCHOOL TEACHERS’ LEVELS OF PROBLEM POSSING SELF-EFFICACY BELIEF
In that study it was aimed to find out primary school teachers’ levels of problem possing self-efficacy beliefs. In the study conducted according to the survey model, it was examined primary school teachers’ levels of problem possing self-efficacy beliefs and whether the self-efficacy beliefs of the primary school teachers differed according to the gender and professional seniority. The universe of the study consisted of state primary schools located in Mersin province, central districts (Mezitli, Yenişehir, Toroslar and Akdeniz Provinces) and classroom teachers working in these schools. The sample of the study consisted of 14 schools and 306 primary school teachers working in this school. In order to determine the self-efficacy beliefs of the primary school teachers related to problem possing, "Problem Possing Self-efficacy Belief Scale" developed by Kılıç and İncikabı (2013) was used. Five point likert scale consists of 26 items and three factors named "teaching efficacy", "effective teaching efficacy" and "content knowledge efficacy". The results of the research revealed that the teachers' self-efficacy beliefs about problem possing were high and self-efficacy beliefs related to problem possing did not differ according to gender and professional seniority.

Keywords
Primary school teacher, Problem possing, self-efficacy belief


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