Author(s): İsmet Acar*
21st century skills aim at creating, acquiring, validating and using knowledge as well as making it usable for all as part of a collective social effort. Since teachers have vital roles in the development and maintenance of both the educational and academic aspects of students, they must first have basic competencies in the context of 21st century skills. Therefore, today, teachers need to be able to adequately address learners within the scope of 21st century skills and teachers need to have the competence, development and skills of the age. The aim of the study prepared in this context is to determine the Self-Efficacy Perceptions of Teachers Regarding 21st Century Skills. As a result of the research carried out with the participation of 339 teachers working in public schools in the spring term of 2022-2023, there was no difference between the education levels of the teachers, one of the demographic factors, in the 21st century skills self-efficacy of the participating teachers, and it was statistically significant in terms of the time spent by the teachers in terms of the learning and renewal skills sub-dimension in terms of time spent in the profession. It was seen that the difference between them was statistically significant in terms of age variable in terms of information, media and technology skills according to age variable. According to these determinations, it can be stated that teachers' gains should be increased through processes such as continuous education, in-service training and applied training in order to ensure and maintain their self-efficacy within the scope of 21st century skills.
The Journal of International Social Research received 7760 citations as per Google Scholar report
