Self-efficacy is referring to the people’ perceptions and beliefs regarding their thinking, creativity, ability and know-how. Concepts such as change, development, novelty and innovation are studied in educational institutions and schools more than as in all institutions and businesses. In this concept, the relationship between people’ self-efficacy perceptions and the ability of people to cope with the problems in the process of change and to produce new solutions to these problems is a matter of curiosity. For this reason, teachers’ perceptions regarding self-efficacy and resistance to change were investigated. The aim of the study is to determine the self-efficacy and resistance to change levels of primary school teachers and to determine the level of resistance to change of variables mentioned in the self-efficacy. Relational screening model was used in the study and the data obtained by quantitative data collection. The sample of this research consists 368 teachers serving in 40 official primary schools in Manisa-Salihli in 2013-2014 education year. The data of the study were obtained by ‘’Teachers’ Resistance to Change Scale’’ and ‘’General Self-Efficacy Scale.’’ Data analysis included frequency, percentage, arithmetic mean, standard deviation, r- statistic and multiple regression analysis tests. As a result of the research, it is seen that teachers’ self-efficacy perceptions are ‘’I agree’’ in all the sub-dimensions and in every part of the scale, and teachers’ perceptions of resistance to change are ‘’I do not agree‘’ in all sub-dimensions and in every part of the scale. Self-efficacy explains indifference size of resistance to change is as 19 %, passive-active resistance is as 13 % and reluctance dimension is as 16 % in a low level. Low levels do not mean that self-efficacy is less effective in resistance to change. Almost 20 % of these factors are important in resistance to change, and other factors are required to be detected. Article visualizations
