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The aim of the study is to clarify classroom teachers’ self-efficacy sources perception. Four factors of self-efficacy and general total values based on various variables. Independent variables are gender, teaching experiences, and cities where participant work in. Mastery experiences, Vicarious Experiences, Verbal persuasion and Emotional and psychological states are defined as four factors that constitute sources of self-efficacy. In this quantitative survey study, convenient sampling was used. Self-efficacy is affected by instructional methods used by teachers, materials and infrastructure of learning environments. That is why author determine easily accessible two cities to compare different locations and opportunities. In total of 128 volunteer classroom teachers, 69 female participants (53.9%) and 59 male participants (46.1%) participated in the study.  Findings show female teachers have statistically significant higher scores on vicarious experiences and verbal persuasion than male participants according to Mann Whityney U test results [U1(3512)=-2,183; U2(3221)=-2,283; p<.05]. Teaching experiences showed statistically significant results about emotional and physiological factor. Teaching experiences did not have statistically significant effect on total scores of self-efficacy sources and also vicarious experiences factor. Kruskal Wallis H scores did not show statistically meaningful scores for teaching experiences effect on mastery experiences and verbal persuasion. On the other hand, Emotional and psychological states have statistically significant effect on sources of self-efficay [H(1218)=7,198; p<.05]. The items emphasize “negative feelings like anxiety, sadness. Location did not show any statistically significant differences on total scores of self-efficacy sources and also four factors of it. Female classroom teachers are affected by verbal constructive/positive feedbacks on their profession than male classroom teachers schools administrators can use the finding to motivate them. Verbal persuasion can be used to create high expectations from themselves and recognize their educational products. The higher teaching experiences teachers have the lowest worries they have. Teachers in induction stage of teacher career cycle could be supported to decrease about their emotional-physiological concerns on teaching to support self-efficacy sources. Extended English summary is in the end of  Full Text  PDF (TURKISH)  file . Ozet Bu calismanin amaci sinif ogretmenlerinin oz-yeterlik kaynaklarini kendi aldi ve deneyimlerini ifade etmelerine bagli kalarak ortaya koymaktir. Oz-yeterlik kaynaklarinin 4 boyutu ve toplam puanlarinin cesitli degiskenlere gore incelenmistir.  Bagimsiz degiskenler cinsiyet, ogretmenlik deneyimi, gorev yapilan il olarak belirlenmistir. Performans basarilari olarak da ifade edilebilen dogrudan deneyimler, dolayli deneyimler, sozel ikna ve duygusal ve psikolojik durum koz-yeterlik kaynaklarinin boyutlaridir. Nicel tarama arastirmasi olan bu calismada Uygun Orneklem kullanilmistir. Oz-yeterlik ogretim yontemleri, megitim materyalleri, okul altyapisi gibi bircok faktorden etkilendigini alanyazin desteklemektedir. Bu nedenle farkli iki ilde bu calismayi gerceklestirmek amaclanmistir. Toplam 128 gonullu sinif ogretmeni calismaya katilmistir. Katilimcilarin 69’u kadin (%53,9), 59’u erkektir. (%46,1).Mann Whitney U testi sonuclarina gore [U1(3512)=-2,183; U2(3221)=-2,283; p<.05] Kadin sinif ogretmenleri erkek sinif ogretmenlerinden istatistiksel olarak anlamli dolayli yasantilar ve sozel ikna boyutlarinda daha yuksek puanlar almistir. Ogretmenlik deneyiminde fizyolojik ve duygusal durum boyutta toplam oz-yeterlik boyutlarinin genel toplaminda istatistiksel olarak anlamli bir iliskisi bulunmamistir. Kruskal Wallis H puanlari performans basarilari ve sozel ikna boyutlarinda anlamli bir iliski bulunmamistir. fizyolojik ve duygusal durum ogretmenlik deneyimiyle iliskili bulunmustur [H(1218)=7,198; p<.05 ]. Bu boyutun maddeleri incelendiginde endise, korku, gibi olumsuz Kabul edilebilecek durumlarin ogrenme ortaminda yasanmasinin deneyimle azaldigi sonucuna varilabilir. Kadin sinif ogretmenleri sozel ikna boyutundan istatistiksel olarak anlamli bir sekilde etkilenmekte oldugundan okul yoneticileri/mudurlerin sozel iknayi ogretmenlerin motivasyonunu artirmada kullanabilecegi dusunulebilir. Bu durumun oz-yeterlik kaynaklarini destekleyerek etkili bir oz-yeterlik hissiyle egitim ciktilari desteklenebilir. Ogretmenlik deneyimi ve arttikca ogretmenlerin ogrenme ortaminda kaygilarinin azaldigi belirlenmistir. Meslegine yeni baslayan ogretmenlerin duygusal-fizyolojik boyutta kaygilari oldugu calismanin bulgulari arasindadir ve bu donemdeki ogretmenlere motivasyon arttirici destekler verilebilir.

journal of human sciences

Investigation of self-Efficacy sources of classroom teachers based on various variables&lt;p&gt;Sınıf öğretmenleri öz-yeterlik kaynaklarinin çeşitli değişkenlere göre incelenmesi