Teachers’ self-efficacy perceptions and attitudes towards using creative drama

Abstract

The purpose of this study is to determine teachers’ attitudes towards creative drama before and after creative drama practice, the levels of self-efficacy in using creative drama method and the difference between them by enabling in-service teachers to learn how to use creative drama as a teaching method through activities. In that regard, “Single Group Pretest-Posttest Model” was used as an experimental design in the study. A four-day creative drama training was given to 21 teachers from a variety of disciplines in the province of Rize, Turkey, which took 24 hours in total. A creative drama attitude scale created by Okvuran (2000) and self-efficacy towards using creative drama method scale created by Can & Cantürk-Günhan (2009) were used as pre- and post-test. Data were analyzed by using paired and non-paired samples t-test. Analyses were conducted using SPSS 24 package program. In this way, it was found that there was a significant positive effect of the creative drama activities on the teachers’ attitudes towards creative drama and their self-efficacy towards using creative drama. There was no significant effect of gender neither on attitudes towards creative drama and self-efficacy towards using creative drama.