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Self-efficacy refers to beliefs about one’s capabilities to learn or perform behaviors at designated levels (Bandura, 1997). The main aim of this study is to determine the self-efficacy beliefs of teachers about teaching profession. The research was designed based on a descriptive survey method. The research group comprised 217 secondary school teachers working in 22 schools in Gaziantep city center in Turkey. The data were collected using the Teachers’ Sense of Efficacy Scale originally developed by Tschannen-Moran ve Woolfolk Hoy (2001) and adapted to Turkish by Capa, Cakiroglu, Sarikaya (2005). The data were analyzed using basic descriptive statistics (arithmetic means and standard deviations), independent samples t test and one way Anova analysis. As a result of the study it was concluded that participating secondary school teachers had favorable beliefs of self-efficacy in terms of teaching profession. We can conclude that gender is not effective according to the context of the self-efficacy. Subjects taught are not related with self-efficacy in this study. Finally this study showed that reward and punishment is very important for the self-efficacy beliefs of the secondary teachers. Because self-efficacy influences academic motivation some activities can be done to increase the self-efficacy beliefs of the teachers by providing different reward system. Ozet Oz-yeterlik bireylerin herhangi bir performansa yonelik kendileri hakkinda algilari seklinde tanimlanmaktadir. Ogretmenlerin mesleklerine iliskin oz-yeterlik algilari ogretimin kalitesini dogrudan etkileyen faktorlerden birisidir. Ortaokul ogretmenlerinin ogretmenlik meslegine yonelik oz yeterlik algilarinin arastirildigi bu calisma betimsel bir tarama calismasidir. Arastirma 2013–2014 egitim-ogretim yilinda Gaziantep Il Milli Egitim Mudurlugune bagli olan 22 ortaokulda gorev yapan 217 ogretmenle gerceklestirilmistir. Arastirmada veriler orjinali Tschannen-Moran ve Woolfolk Hoy (2001) tarafindan gelistirilen ve Turkceye adaptasyonu Capa, Cakiroglu, Sarikaya (2005) tarafindan yapilan  “Ogretmen Oz-yeterlik” olcegi kullanilmistir. Veriler SPSS programi ile, frekans, yuzde, varyans analizi, bagimsiz gruplar t-testi gibi tekniklerle analiz edilmistir.  Arastirmadan elde sonuclara gore ogretmenlerin mesleklerine yonelik oz-yeterlik algilari yuksektir, cinsiyete, bransa ve sinif mevcuduna gore degismemektedir. Ancak ogretmenlerin oz-yeterlik algilari almis olduklari disiplin cezalara ve odullere gore degisiklik gostermektedir. Arastirmadan elde edilen sonuclar isiginda ogretmenlerin oz-yeterliklerini artirici odul uygulamalari ve oz-yeterlige etkisi zayif ceza uygulamalarinin gelistirilmesi onerilmektedir.

journal of human sciences

Determining the secondary school teachers’ self-efficacy beliefs about teaching profession&lt;p&gt;Ortaokullarda görev yapan öğretmenlerin öğretmenlik mesleğine yönelik öz yeterlik algilarinin incelenmesi