摘要：The purpose of this research is to examine the self-efficacy perceptions of teachers who teach Turkish as a foreign language in terms of gender, age, undergraduate major, level of education and experience. Cross-sectional survey which is one of the quantitative research methods was used in this study. As the data collection tool, the "Teacher Self-Efficacy Scale", developed by Tschannen-Moran and Woolfolk Hoy (2001) and adapted by Çapı, Çakıroğlu and Sarıkaya (2005), was used. The scale which consists of 24 items has three dimensions. These are self-efficacy for student participation, self-efficacy for teaching strategies and self-efficacy for classroom management. The participants in this study were 118 teachers who taught Turkish as a foreign language at the universities of Atatürk, Aydın, Dokuz Eylül, Gazi, Nevşehir Hacı Bektaş Veli, and Uludağ, the Yunus Emre Institute, and private teaching institutions in Ankara and İstanbul. In the study, the self-efficacy perceptions of teachers did not differ significantly in terms of gender and age, but meaningful differences appeared in terms of teachers’ undergraduate major, level of education and experience.
其他摘要：Bu araştırmanın amacı, Türkçeyi yabancı dil olarak öğretenlerin öz yeterlik algılarını cinsiyet, yaş, mezun olunan lisans programı, öğrenim düzeyi ve deneyim süresine göre incelemektir. Araştırmada Nicel Yaklaşımlardan Kesitsel Tarama Yöntemi kullanılmışt
关键词：Self-efficacy perception; Teacher self-efficacy; Teaching Turkish as a foreign language
其他关键词：Öz yeterlik algısı; öğretmen öz yeterliği; yabancı dil olarak Türkçe öğretimi
