Akademik Veri Yönetim Sistemi
Psychology in the Schools, 2025 (SSCI)
This study aimed to develop a valid and reliable scale to determine prospective teachers' self-efficacy regarding the project development process. In addition, it was explored how prospective teachers' levels of self-efficacy in the project development process vary based on gender, teaching grade level, student academic achievement, and the academic department in which they teach. The research was carried out on a total of 1040 prospective teachers in two separate study groups. A draft scale of 42 items was created by scanning the field literature and taking expert opinions, and as a result of the analyses, this scale was simplified to consist of 18 items distributed across 4 factors. Confirmatory factor analysis and exploratory factor analysis were carried out, and Cronbach's α internal consistency was calculated. These findings have revealed that the developed scale is valid and reliable. As a result of the research, it was observed that there was a similarity in terms of variables in prospective teachers' self-efficacy for project development, however, males scored higher in the difficulties and obstacles sub-factor; upper-class students scored higher in research and presentation skills, and students with high academic achievement scored higher in the total score and research skills sub-factor. This study contributes to the teacher education literature by presenting a new measurement tool to evaluate prospective teachers' self-efficacy for project development. In addition, by revealing the differences in self-efficacy levels according to various variables, this study provides information that can guide the development of teacher training programs.