The aim of this study is to determine the self-efficacy beliefs of classroom teachers towards out-of-school learning environments. In this study, single survey model was used among quantitative methods. The scale of teacher self-efficacy beliefs towards out-of-school learning activities was used as a data collection tool. The five-point Likert-type scale consists of a total of 29 items in four sub-dimensions. The sample of the study consisted of 200 classroom teachers working in the public primary schools of a province in the Central Anatolia Region in the 2022-2023 academic year and determined by the easily accessible case method. In addition, the research sample was designed to be as diverse as possible, considering teachers' places of work, gender status, level of education and years in the profession. IBM SPSS 23.0 package program was used to analyze the data obtained from the study. When the arithmetic means of the sub-dimensions of the classroom teachers' self-efficacy scale for out-of-school learning environments were examined, it was found that preparation self-efficacy was 3.15, implementation and evaluation self-efficacy was 3.00, learning support self-efficacy was 3.13, knowledge and experience self-efficacy was 2.60. The arithmetic mean of 200 classroom teachers' total scores on the out-of-school learning environment self-efficacy scale was 2.97. According to the results of the study, the self-efficacy levels of classroom teachers towards out-of-school learning environments are moderate in the overall scale and its sub-dimensions. In addition, it was concluded that there was no statistically significant difference in classroom teachers' self-efficacy beliefs towards out-of-school learning environments according to gender, education level, place of duty and professional years. Considering the result that the self-efficacy levels of classroom teachers towards out-of-school learning environments are at the middle level in the overall scale and sub-dimensions, it is recommended that more emphasis should be placed on pre-service and in-service trainings for classroom teachers.

Classroom teacher, classroom education, out-of-school learning, self-efficacy.