Abstract

The purpose of this study is to determine by different variables the self-efficacy of a teacher candidate for teaching first reading and writing in their 3rd and 4th year in the department of primary school teaching. In line with the purpose of the study, the self-efficacy levels of teacher candidates for teaching first reading and writing were analyzed on the basis of gender and academic year. The screening model was used in the study. The study group is made up of 165 teacher candidates in their 3rd and 4th year in the department of primary school teaching. The "Self-Efficacy Scale for Teaching First Reading and Writing" developed by Delican (2016) was used as the data collection tool. Descriptive statistics and independent samples t-test were used for data analysis. It was found in the study that self-efficacy of teacher candidates for teaching first reading and writing is intermediate, the self-efficacy for teaching first reading and writing shows a statistically significant difference and female teacher candidates have higher self-efficacy for teaching first reading and writing than male teacher candidates; however the academic year does not have any significant effect on the self-efficacy for teaching first reading and writing. Based on the study, suggestions were made to ensure that teacher candidates teach first reading and writing effectively.

Key words: Teaching of first reading and writing, primary school teacher candidates, self-efficacy judgment.