The aim of this study is to investigate the relationship between classroom teachers' academic optimism and their perceptions of professional self-efficacy according to various variables like gender, age, and occupational superiority. The study is a correlational survey and causal comparison research. The research was conducted with the participation of 374 classroom teachers in public primary education institutions affiliated to the Ministry of National Education in Ankara-Etimesgut district in the 2021-2022 academic year. "Personal Information Form", "Academic Optimism Scale", "Self-Efficacy Scale" were used as data collection tools. Frequency, percentage, arithmetic mean, independent groups t-test, one-way analysis of variance, correlation and regression analysis were used in data analysis. It was concluded that there was no significant difference in the mean scores of academic optimism and professional self-efficacy according to gender, age and professional seniority. There was a positive, moderate, significant relationship between academic optimism levels and professional self-efficacy perceptions. It was concluded that academic optimism scores affected 21% of professional self-efficacy scores. In order to improve academic optimism and professional self-efficacy perceptions and to minimise the differences, it is recommended to implement projects where they can share their knowledge, skills and professional experiences.

Classroom Teaching, Academic Optimism, Professional Self-Efficacy.