Education is a dynamic process. Teachers’ role is an important factor in building dynamic structure of education and instruction. So, what should be the teachers’ role in education and instruction at this point? The teachers’ role is to fulfill the goal of the education and instruction in an appropriate way. In order to do that, the teachers should have the teachers’ efficacy and they also needs to develop these efficacies constantly (Tschannen-Moran & Woolfolk-Hoy, 2001). There are some issues needs to be considered in order to increase the teaching profession quality. At first, the standards of specific and general field of efficacy should be determined and then the teacher candidates are educated based on these standards. Previous research findings show that when teachers efficacies has been increased, in a parallel way, their adaptation to the novelty, their allocated time for students, their relationship with families and school administrator and their management of the students behavior has been also increased (Ashton & Webb, 1986; Parkay, Greenwood, Otenjnik & Proller, 1988; Tschannen-Moran & Woolfolk-Hoy, 2001; Tschannen-Moran & Woolfolk-Hoy, Hoy, W. K., 1998).

 According to the constructivist paradigm, it is stated that the teachers ‘role is very important in developing student centered learning environment (Demirel, 2007). Student recognition which is a part of teacher efficacies has also an important effect on student centered learning environment. In order to achieve this role, the teachers not only have to overcome any type of problems that they encountered during teaching professionally but also needs to know their students characteristics (Parkay, Greenwood, Otenjik & Proller, 1988). Therefore, it is important to develop and describe the teachers’ efficacies is highly important to increase the effectiveness of student centered education. Student recognition is a part of general teacher efficacies and all teachers has to have the efficacies. Since students recognition as a part of teacher efficacious is an important issue, to investigate the level of teacher efficacious through an instrument is needed.   

Ashton & Webb (1986) Making a Difference: Teacher Efficacy and Student Achievement. Monogram. White Plains, NY: Longman. Demirel, O. (2007). Eğitimde Program Geliştirme. Pegem A Yayıncılık. Erkus, A. (2003). Psikometri Üzerine Yazılar, Türk Psikologlar Derneği Yayınları No: 24, Ankara. Parkay, F., Greenwood, G., Olejnik, S., & Proller, N. (1988). A study of the relationships among teacher efficacy, locus of control, and stress. Journal of Research and Development in Education, 21, 13-22. Schermelleh-Engel, K., Keith, N., Moosbrugger, H., & Hodapp, V. (2004). Decomposing Person and Occasion-Specific Effects: An Extension of Latent State-Trait (LSI) Theory to Hierarchical LST Models. Psychological Methods, 9(2), 198-219. Tschannen-Moran, M & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68 (2), 202-248.