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Abstract
This study aims to assess teachers' awareness of the curriculum and their self-efficacy perceptions towards teaching thinking skills. The sample was composed of 264 in-service teachers during the spring semester of the 2022-2023 academic year. Data analysis was performed using descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA), Pearson correlation analysis, and multiple linear regression. The findings indicated that teachers' curriculum awareness and their self-efficacy perceptions for teaching thinking skills were at a high level. Significant variations in curriculum awareness were observed based on gender, professional seniority, and school type. While teachers' self-efficacy perceptions differed significantly by gender, no significant differences were found in relation to professional seniority or school type. A statistically significant, moderate, and positive correlation was identified between curriculum awareness and self-efficacy. Furthermore, regression analysis confirmed that curriculum awareness is a significant predictor of teachers' self-efficacy in teaching thinking skills.
