An Investigation into Social Studies Teachers’ Self-Efficacy Perceptions about Basic Skills in the Social Studies Curriculum

Abstract

The aim of this study is to investigate the self-efficacy perceptions of Social Studies teachers about the basic skills in the 2018 Social Studies curriculum. In Turkey, according to changes made in the Social Studies curriculum in 2018, Social Studies lessons are given to students in the 4th, 5th, 6th, and 7th grades, and comprise 27 basic skills, This study investigated the self-efficacy perceptions of 143 Social Studies teachers working in Istanbul province. The study found that the majority of teachers felt themselves to be “inefficient” in the following skills: research, perception of change and continuity, critical thinking, entrepreneurship, legal literacy, collaboration, using evidence, perceiving space, political literacy, drawing and interpreting table, graphics and diagrams, innovative thinking, and perceiving time and chronology. Additionally, it was found that the teachers believed that they were at a “good” or “very good” level of efficacy concerning the following skills: environmental literacy, digital literacy, empathy, financial literacy, observation, map literacy, communication, stereotypical judgment and prejudice, decision making, location analysis, media literacy, self-control, problem solving, social participation, and the correct, beautiful, and effective use of Turkish. This indicates that most Social Studies teachers who participated in the study perceived themselves as being at a positive/efficient level in 16 of the 27 skills. Therefore, the efficacies of Social Studies teachers regarding the basic skills of the 2018 Social Studies curriculum could provide opportunities for these individuals to apply effective strategies, methods, and techniques for their students.