A Research about the Competency of Religion Teachers

The aim of this research is to measure the competency of religion teachers according to religion teacher candidates in Marmara University Faculty of Theology. On this basis, 331 candidate teachers observed 93 religion teachers in a class environment. When looking at the gender dispersion in the religion teachers group, a distribution of the percentage of female participants is seen as 58,1% (N=54) and that of male participants is seen as 41,9% (N=39). Religion teachers’ ages range between 20-29 to 50-59 years old as follows; 20-29 years (12,9%, N= 12), 30-39 years (54,8%, N= 51), 40-49 years (24,7%, N= 23), and 50-59 years (7,5%, N= 7) in this research. This article used the survey and observation technique to collect data. The scale consists of three parts, which are learning-teaching dimension, using material dimension and recognition of students and communication skills dimension. The total variance explained by the scale is 47,67%. In the analysis of the data the SPSS Statistic Programme was used. Independent Samples T-test, Anova, Welch, Dunnett C and LSD were used to test research problems. The analysis that is done for construct validity and reliability shows the value of KMO is 0.935 and Cronbach Alfa are 0.93, 0.87 and 0.84 for three factors. In this study, the following questions are explored: How do the gender, age, school type and method of lesson processing variables make difference in the level of meaning in the competences of the religion teacher’s. In order to find the appropriate answers to these questions, religion teacher’s capabilities related to learning-teaching dimension, using material dimension and recognition of students and communication skills dimension were examined. The results of the analyses, which are conducted to examine differences between the various groups, reveal that gender, age, school type and method of lesson processing cause statistically significant differences at p<0,05 significant level whether on the general average of the scale or one of the sub-dimensions at least. Some of the research findings are as follows: The gender variable is not statistically significant in the learning-teaching dimension. Moreover, there is a meaningful difference between the ages, school types, methods of lesson processing in this dimension. 50-59 years old religion teachers (x=50,60) scored higher than 20-29 (x=42,50) and 30-39 (x=42,60) years old religion teachers. Teachers working in ？HO (x=47,16) scored higher than teachers working in primary education (x=36,92). Teacher-centered teachers (x=46,30) scored higher in this