Examination of Turkish Language Teachers’ Self-Efficacy Perceptions of Teaching Thinking Skills in Terms of Various Variables

The aim of this study was to examine Turkish Language teachers’ self-efficacy perceptions of teaching thinking skills in terms of the variables of age, professional experience, educational status, and taking course on thinking skills. The screening model was used in the study. The current pandemic process was taken into account and the convenience sampling method was used while determining the study group. Turkish Language teachers forming the study group consisted of 109 females and 68 males. “Teachers’ Self-efficacy towards teaching thinking scale” was used as the data collection tool. The data of the study were analyzed using the statistical package program. In conclusion, no significant difference was found between the Turkish Language teachers’ self-efficacy perceptions of teaching thinking skills and gender. It was concluded that Turkish Language teachers’ self-efficacy perceptions of teaching thinking skills differed according to professional experience. It was concluded that there was no significant difference between Turkish Language teachers’ self-efficacy perceptions of teaching thinking skills and their educational status. It was concluded that there was a significant difference between Turkish Language teachers’ self-efficacy perceptions of teaching thinking skills and taking course on thinking skills.