An Examination of Social Studies Teachers' Self-Efficacy in Political Literacy Education According to Various Variables

Authors : Yusuf E. B Onganer, Duran Aydınözü

Pages : 433-468

Doi:10.56720/mevzu.1803202

View : 50 | Download : 118

Publication Date : 2025-12-31

Article Type : Research Paper

Abstract :Political literacy is of paramount importance for the sustainability of democratic societies and for individuals to engage in active citizenship. To enhance individuals\\\' political literacy competencies, systematic and structured practices must be implemented within educational settings. In this context, schools should be designed as environments where students can develop political literacy skills in a critical and participatory learning atmosphere. Teachers, in turn, should facilitate this process through their pedagogical expertise, helping students bridge the gap between theoretical knowledge and practical application. The aim of this study is to assess the self-efficacy levels of social studies teachers regarding political literacy education and to investigate whether these levels vary based on various demographic and professional factors. The study employed a survey model, with a sample comprising 690 social studies teachers from across Turkey during the 2022–2023 academic year. The data collection instrument utilized was the “Political Literacy Education Self-Efficacy Scale for Social Studies Teachers,” developed by the researcher. The quantitative data were analyzed using independent samples t-tests and one-way analysis of variance (ANOVA) techniques. The findings revealed that teachers generally possessed high levels of self-efficacy in political literacy education, with significant differences observed in relation to variables such as gender, completion of political science-related courses, and the frequency of discussions on national and international political issues. The results of the study indicate that teachers’ perceptions of self-efficacy regarding political literacy education could play a crucial role in developing students’ democratic awareness and political participation skills. Based on these findings, it is recommended that political literacy-focused content be strengthened in teacher education programs and that practices supporting these competencies be incorporated into teachers’ professional development processes. Furthermore, conducting similar studies with larger sample sizes is essential for enhancing the generalizability of the findings.
Keywords : Politik Okuryazarlık, Özyeterlik, Sosyal Bilgiler Öğretmenleri

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