Abstract
Abstract In this research, the relationship between academic self-efficacy beliefs and teachers’ sense of efficacy were investigated for teacher candidate. The research is a descriptive study in relational screening model. Two separate instruments were used to collect data: the Academic Self-efficacy Scale to measure academic self-efficacy, and Teacher Self-efficacy Scale to measure the self-efficacy perceptions of teacher candidate. Mann Whitney U and Kruskal Wallis tests were conducted since the data were not normally distributed. The study group was comprised of 250 teacher candidate . The result of the study indicated that academic self-efficacy beliefs and teachers ’ sense of teacher candidates were quite high. Additionally it was found out that teacher candidates who had higher level of academic self-efficacy beliefs (comparing to teacher candidates who had moderate or lower level of academic self-efficacy) practiced better in each dimension of Teacher’s Self-Efficacy Belief Scale (except for academic development). There wasn’t a significant difference according to neither gender nor having a job or not. But there was a significant difference in the dimension of effective learning and teaching process according to teacher candidates’ majors of study in favour of Social Sciences. Besides there was a significant difference in the dimension of creating positive classroom environment and academic self-efficacy in terms of their ages in favour of 20 year-old and below. Ozet Bu calismada, ogretmen adaylarinin akademik oz-yeterlikleri ile ogretmen oz-yeterlikleri arasindaki iliski incelenmistir. Arastirma iliskisel tarama modelindedir. Veri toplama amaciyla iki ayri olcek kullanilmistir. Ogretmen adaylarinin akademik oz-yeterlik algilarini olcmek amaciyla Akademik Oz-yeterlik Olcegi ve ogretmen ozyeterlik algilarini olcmek icin ise Ogretmen Ozyeterlik Inanc Olcegi kullanilmistir. Arastirma kapsaminda elde edilen veriler normal dagilim gostermediginden Mann Whitney U ve Kruskal Wallis testi ile analizi edilmistir. Arastirma kapsaminda ulasilan 250 ogretmen adayinin verileri degerlendirmeye alinmistir. Arastirma sonucunda, ogretmen adaylarinin akademik oz-yeterlik ve ogretmen oz-yeterliliklerinin yuksek oldugu belirlenmistir. Ayrica akademik oz-yeterlik duzeyleri yuksek olan ogretmen adaylarinin dusuk ve orta olanlara gore ogretmenlik oz-yeterlik inanc olceginin alt faktorlerinde (akademik gelisim disinda) her faktoru daha iyi gerceklestirdikleri belirlenmistir. Bir iste calisip calismama ve cinsiyet degiskenlerinde anlamli bir fark bulunmamistir. Ogrenim gordukleri alan degiskeninde sadece etkili ogrenme-ogretme sureci faktorunde, sosyal bilimler alaninda ogrenim gorenler ile fen-matematik ve yabanci dil alanindakiler arasinda sosyal bilimciler lehine anlamli fark belirlenmistir. Yine yas degiskeninde olumlu sinif ortami olusturma ve akademik oz-yeterlik faktorlerinde 20 yas ve alti lehine anlamli fark belirlenmistir.