The Relationship Between Turkish as a Foreign Language Teacher’s Professional Self-Competencies and Classroom Diversity Competencies

Abstract

In this study, it was aimed to examine the relationship between teachers' professional self-efficacy and their ability to manage differences in the classroom. The research is a relational survey study. The universe of the study consists of classroom and Turkish teachers working in secondary schools affiliated to Kırşehir Provincial Directorate of National Education and teaching Turkish to foreign students in their classes in the 2021-2022 academic year. The sample consists of 238 teachers determined by simple random sampling method from this population. The data of the research were collected by using the "Personal Information Form", "Self-Efficacy Belief Scale for Teaching Profession" and "Teacher Efficacy Scale for Differences in the Classroom". The data were analyzed using the SPSS 25.0 package program. The main results reached in the research were as follows: It was determined that the professional efficacy beliefs of the teachers were at the level of "quite sufficient" and the efficacy perceptions of teachers regarding the differences in the classroom are at the level of “I trust.”. A moderately positive relationship was found between the professional self-efficacy of teachers and their competencies regarding the differences in the classroom.