The relationship of self-efficacy of teaching thinking skills to effectiveness of classroom activities: A study on teachers

Abstract

This study aims to analyse primary education teachers’ perceptions of self-efficacy in teaching thinking skills and their views on the efficiency of activities they do in classes. The study, using relational survey model, was conducted with the participation of 386 teachers teaching in schools located in Ümraniye district of Istanbul. The participants were given the “Activity Work Evaluation Scale” and the
“Teachers’ Perceptions of Teaching Thinking Skills Scale”. The data were analysed with t-test, ANOVA and regression analysis. While no significant differences were found according to gender, significant differences were found according to seniority, branches of teaching and the frequency of doing activities. Positive and significant correlations were found between teachers’ activity work and their self-efficacy in the teaching of thinking skills. It may be recommended on the basis of research findings that educators who perform activities that support thinking skills successfully be identified and that they be appointed as mentor teachers.