This study aimed to calculate the validity and reliability of the Social Studies Teacher Self-Efficacy Scale developed by Calkins (2022), adapt it to the Turkish language, determine the self-efficacy levels of teachers and examine it in terms of various variables. The study group consisted of 441 participants who were selected according to convenience sampling and who worked as social studies teachers in schools affiliated with the Ministry of National Education in the 2024-2025 academic year. The original form of the scale, which consists of a total of 20 items, consists of 5 dimensions. In the process of adapting the scale to Turkish, Confirmatory Factor Analysis was performed, and in the process of examining the differentiation status according to various variables, analysis was performed with different statistical tests. When the results of the research were evaluated in general, as a result of the adaptation study of the Social Studies Teacher Self-Efficacy Scale developed by Calkins (2022) into Turkish, it was concluded that the adapted version of the scale measured the intended structure with high validity and reliability. Cronbach's Alpha (?) reliability coefficients of the scale varied between 0.867 and 0.939 for the sub-dimensions and were 0.926 for the entire scale; when the Omega (?) reliability coefficients were examined, it was concluded that they varied between 0.859 and 0.942 for the sub-dimensions and were 0.948 for the entire scale. In addition, it was concluded that while teachers' self-efficacy scores did not differ according to gender and professional education variables, they differed according to professional seniority, age, professional interest and motivation, past success, environmental support and professional satisfaction variables.
Social studies, teacher, self-efficacy, scale, adaptation