SINIF ÖĞRETMENLERİNİN FEN ÖĞRETİMİNE YÖNELİK ÖZ YETERLİLİK İNANÇLARININ İNCELENMESİ VE KAYNAK ETKİLERİNİN MODELLENMESİ

Research Article This study aims to examine the science teaching self-efficacy beliefs of classroom teachers, working in the primary schools of Adıyaman, in terms of different variables and to reveal to what extent the self-efficacy sources of the teaching profession affect teachers' science teaching self-efficacy. The descriptive survey model and structural equation modeling methods were adopted as the research design. The sample of the study consists of 212 male, 204 female, totally 416 classroom teachers. In the study, “Self-Efficacy Beliefs Scale in Classroom Teachers' Science Teaching” and “Teacher Self-Efficacy Scale” were used. As a result of the analysis, it was determined that there was no significant difference in the factors that examined the self-efficacy beliefs of classroom teachers in science teaching according to gender, the department they graduated from, and the task area variables. According to the duration of the study, it was found that there was no statistically significant difference in the overall self-efficacy beliefs and the efficacy belief factor among the sub-factors. There was a significant difference in the result expectation from the sub-factors in whose tenure was less than 5 years and 6-10 years. ABSTRACT It is thought that one of the reasons for the problems faced by classroom teachers, who will raise the generations of the future, may stem from the self-efficacy belief in science teaching. In order to clarify the subject, it is considered important to investigate the self-efficacy beliefs of working-class teachers in science teaching in terms of various variables. Self-efficacy belief has become an issue attracting attention by researchers in recent studies (Hazır Bıkmaz, 2004). There are limited studies on determining the self-efficacy beliefs of classroom teachers. For this reason, the study was deemed significant in terms of examining and determining the self-efficacy beliefs of classroom teachers on the job. Review of the literature shows that teachers’ attitudes and achievements are related to self-efficacy beliefs, which directly or indirectly affect students' academic achievement and contribute positively or negatively to their personality development. For this reason, it is hoped that this study will significantly contribute to the presence of teachers who have the competencies brought by professional competence and to increase the quality of teachers.