Recently, due to the civil war that took place in one of our border neighbors, Syria, many Syrians was obliged to leave their country and they have taken refuge in our country because of Turkey's "open door" policy and being a border neighbor. According to the data of the Directorate General of Migration Management (DGMM), as of 07.11.2019, there are more than 3.5 million Syrian refugees in our country (DGMM, 2019). Syrians living under temporary protection in our country, both in and outside the accommodation centers, with their own means, have many social and economic problems. One of the most important problems of Syrians is definitely education problems. Some of the Syrian students receive education in public schools, some in Temporary Education Centers (TEC), some in private institutions with Arabic education language, and some in refuge centers. Undoubtedly, the most important of the trainings provided is Turkish education. Teaching Turkish to Syrian students in a short time will make it easier for them to adapt to the school system and society. However, one of the most important problems experienced by students and teachers in the process of learning and teaching Turkish is the difficulties encountered in the teaching of first literacy. The teaching of first literacy, which is seen as the first step of teaching Turkish, is a process that takes a long time and requires a lot of effort in itself. The fact that especially Syrian students' native language, Arabic, is in a different language family than Turkish and they are not structurally, stylistically, syntactically similar; the field differences of the teachers working within the scope of the project makes this process more difficult. For this reason, in order to overcome the difficulties encountered, teachers, who are the executives of education, have a great duty. The first of these duties is that the individual undergoes self-evaluation in order to be successful in the teaching profession as in every profession. Because one of the most basic components of success in the teaching process is how effective or ineffective teachers teach. Because one of the most basic components of success in the teaching process is how effective or ineffective teachers teach. Şahin (2011) stated that it is very important for teachers to get to know themselves and make necessary evaluations about themselves, to eliminate their deficiencies and to improve their professional competencies. In this regard, knowing the self-efficacy of themselves who teach the first literacy to Syrian children will contribute to reducing the problems experienced during the first literacy teaching process. Method In the study, screening model, which is one of the quantitative research methods, was used. “The screening model is a research approach that aims to reveal a situation that exists in the past or still as it exists” (Karasar, 2012: 77). The universe of the study consists of teachers working under the Project for Promoting Integration of Syrian Kids into the Turkish Education System (PIKTES). The sample of the study consists of 282 teachers actively teaching the first literacy since the start date of the PIKTES Project, which was selected by the convenience sampling method. Convenience sampling is a sampling method that is used in situations where the researcher is not able to use other sampling methods and brings practicality to the researcher during the collection of research data. In this method, the researcher selects situations that are close to him and are easy to access (Yıldırım and Şimşek, 2018: 123). As the data collection tool in the study, "Self-Efficacy Scale for Teaching First Literacy” developed by Delican (2016) and "Personal Information Form" were used to determine the personal information of the teachers. As a result of the confirmatory factor analysis for the validity and reliability analysis of the scale developed by Delican (2016), a 3-factor measurement tool with 25 items was obtained from the 52- item trial form. In the measurement tool reached, 9 items were included in the preparation dimension, 12 items were included in the application dimension, and 4 items were included in the evaluation dimension. When the Crα reliability coefficients regarding the preparation, application, and evaluation factors in the scale are examined, the factors appear to be at .89; .89; .78 values, respectively. The Crα coefficient for the entire scale was determined as .90. The scale appears to be reliable with this determined Crα coefficient. Delican (2016) concluded that the scale developed as a result of his reliability and validity studies, measured the self-efficacy perception of the teaching of first literacy in a valid and reliable way.