CLASS TEACHERS’ CONFIDENCE IN THEIR SELF-SUFFICIENCY FOR FIELD KNOWLEDGE IN VISUAL ARTS LESSONS

This study aims to identify the relationship between several variables and class teachers’ confidence in their self-sufficiency for field knowledge in visual arts lessons. The target population of the study is 144 class teachers working in schools in G？lba？？ district of Ankara. The sample is composed of 105 class teachers, chosen in accordance with simple random sampling method, a type of probability sampling, with a 95% confidence interval and 0.005 error rate. In the study, the distribution of teachers according to their sex, age, education level, occupational seniority and class level they have been trained has been examined. In order to measure class teachers’ confidence in self-sufficiency for their field knowledge in Visual Art Lessons, a “Self-Sufficiency Scale for Field Knowledge in Visual Arts Education” which was developed by the researcher, was used as an assessment and evaluation measure. When the data obtained from questionnaires are statistically evaluated, the average scores obtained by class teachers for self-sufficiency for field knowledge in visual arts indicate that the confidence levels of the primary school class teachers’ levels of confidence for their field knowledge in visual art lessons are much lower than what it should be. At the same time, there was a meaningful difference between self-efficacy beliefs and knowledge of visual arts education according to the age of classroom teachers. The self-efficacy beliefs of class teachers with age range "41-50" were higher than self-efficacy beliefs of class teachers with "31-40". The difference between self-efficacy beliefs and knowledge of visual arts education according to the education levels of the class teachers is that the self-efficacy beliefs of the undergraduate teachers are bigger than the self-efficacy beliefs of the pre-bachelor's class teachers. There is a significant difference between self-efficacy beliefs in visual arts education according to professional seniority of class teachers, self-efficacy beliefs of class teachers with "16 and over year" occupation, self-efficacy of class teachers with "11-15 years" beliefs are high