The purpose of this study is to determine the self-efficacy of classroom teachers to organize educational trips to out-of-school learning environments and their views on the trips organized. The research was conducted with the mixed research method and explanatory design was used in the research. The survey model was used in the quantitative part of the research and the phenomenology model in the qualitative part. The data of the research were collected between October and December 2019. The quantitative data were collected from 138 classroom teachers working in a city in the Central Anatolia Region. For qualitative data, 20 classroom teachers were included in the study group. The quantitative data were collected with the “Self-Efficacy Belief Scale for Planning and Organizing Educational Trips to Out-of-School Learning Environments” and in addition the qualitative data were collected with the interview form prepared by the researchers. The quantitative data were analyzed using percentage, frequency, arithmetic mean, independent-samples t-test, and ANOVA, and the qualitative data were analyzed using content analysis method. According to results of research, it was found that the most frequently organized educational trips to out-of-school learning environments by classroom teachers were nature trips, museum trips, funfair and playground trips, and the least frequently organized educational trips to out-of-school learning environments were summer camps, scout camps, and zoo trips. Classroom teachers’ self-efficacy belief for organizing educational trips to out-of-school learning environments was calculated to be 3.97, which is close to a high level. In addition, it was found that the average scores do not significant according to the variables of gender, the amount of professional experience, and the location of the school. The situations in which classroom teachers were insufficient in organizing educational trips to out-of-school learning environments were also expressed in the interviews with them, and their views were grouped under three main themes as “reservations,” “problems,” and “solutions.” If the behaviors that should be acquired by students in primary schools are expected to be concretized, and permanent, it is recommended to organize educational activities in out-of-school learning environments. It is necessary to organize, diversify, and increase educational activities in out-of-school learning environments by using the 2023 Education Vision of the Ministry of Education as a base. Classroom teachers have a critical role at this point and they are expected to take responsibility in organizing educational trips to out-of-school learning environments.
Cite this article as: Yurtdakal, K., & Karakaş, H. (2021). The Self-Efficacy of Classroom Teachers to Organize Educational Trips to Out-of-School Learning Environments. HAYEF: Journal of Education, 18(2), 295-322.