The aim of this research is to state the self-efficacy of Social Studies teachers related to using of drama method and evaluate them in respect of several variables. The sample of research comprises 105 teachers (45 female, 60 male) working in Erzurum, Bayburt and Gümüşhane in 2014-2015 academic year. As identifying the teachers’ views, factors such as sex, seniority, and graduated faculty were considered. The data were gathered via a 5-point Likert type rating scale (strongly agree, agree, neutral, disagree, strongly disagree) with 46 items (Maden, 2010: 266), for the social sciences teachers’ views self-effıcacy of social studies teachers related to usıng of drama method in social sciences coursebooks. The validity of the scale developed in the scope, understandability, and reliability is provided. The reliability coefficient alpha of the scaleis determined as 0.959, KMO 0,707. Research’s data has been analyzed by means of SPSS 20.0 program. As a result of statistical analysis, it has been found that Social Studies teachers have a self-efficacy with the level of "I accept" related to using of drama method and self-efficacy levels do not show a district difference according to variable of gender but according to the graduation cases training school graduate , there is a district difference in accordance with variable of seniority in favor of Social Studies teachers having seniority between 1-15 years.
Drama, Social Studies teaching, Self-sufficiency, Analysis