Güneş, PerihanÇakırlar Altuntaş, EsraYılmaz, Miraç2025-07-242025-07-2420252148-7456https://doi.org/10.21449/ijate.1457123https://hdl.handle.net/20.500.12451/13566Self-Efficacy scale for teachers. The items of the scale were prepared as a result of examining the literature on self-efficacy and project-making. In the first stage, the scale, which contains 40 items, was applied to a total of 578 teachers working in different branches in 7 geographical regions of T & uuml;rkiye. The collected data were used to perform exploratory factor analysis (N=199) and confirmatory factor analysis (N=379). As a result of the exploratory factor analysis, it was determined that the scale, which was reduced to 19 items, had a 3-factor structure (project topic selection guidance, project implementation guidance, and project reporting guidance). The confirmatory factor analysis showed a good fit of the 19-item three-factor structure. The results revealed Cronbach's Alpha coefficient (alpha=.96) and McDonald's Omega (omega=.96) in the exploratory factor analysis data set, indicating a good internal consistency for the overall scale; and Cronbach's Alpha coefficient (alpha=.95.) and McDonald's Omega (omega=.95) in the confirmatory factor analysis data set, reflecting an excellent internal consistency. The results of the study show that the developed project guidance self-efficacy scale has good psychometric properties and reliability to measure teachers' self-efficacy for project guidance.eninfo:eu-repo/semantics/openAccessProject-based LearningSelf-efficacyScale DevelopmentTeacher Self-efficacyArticle12235336610.21449/ijate.1457123WOS:001506329800009Q3