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June 12, 2026Turkish Journal of Educational StudiesOpen Access

Sınıf Öğretmenlerinin 21.Yüzyıl Becerileri Yeterlilik Algıları ile STEM Öz-Yeterlik İnançlarının İncelenmesi

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ABAyşenur BulanıkBŞBurcu Şenler

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Overview

Relational study examines the relationship between teachers' competency perceptions and STEM self-efficacy.

Key Points

  • This research aims to analyze the relationship between classroom teachers' perceptions of 21st-century skills and their self-efficacy beliefs related to STEM practices.
  • Used relational screening design.
  • Sample consisted of 324 classroom teachers from a district in Southeastern Anatolia.
  • Data collected via scales measuring 21st-century skills and STEM self-efficacy and analyzed using descriptive statistics and Pearson correlation analysis.
  • Teachers generally perceive their competencies in 21st-century skills as high, while their self-efficacy regarding STEM applications remains at a medium level.
  • Positive and significant correlations were found between teachers' perceptions of 21st-century competencies and STEM self-efficacy beliefs, with the strongest relationship observed in learning and innovation skills.
  • Increased perceptions of competency in 21st-century skills correlate with enhanced self-efficacy beliefs for implementing STEM practices.

Cite This Study

Bulanık et al. (2026) studied this question.

synapsesocial.com/papers/6a2ba3fa8101cf8926f02866https://doi.org/10.33907/turkjes.1902540
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