INVESTIGATING THE SELF-EFFICACY BELIEFS OF SCIENCE AND ELEMENTARY TEACHERS WITH RESPECT TO SOME VARIABLES

dc.creator	Asuman Seda SARACALOĞLU
dc.creator	Nilgün YENİCE
dc.date	2009-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:33:34Z
dc.date.available	2015-08-12T11:33:34Z
dc.identifier	1304-9496
dc.identifier	https://doaj.org/article/807d1d1e11fa4307bd3e27e20d377b5d
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/31263
dc.description	This study was carried out to identify how the level of the primary school science and elementary teachers’ self-efficacy beliefs changed in terms of some variables such as branch, gender, seniority, weekly lesson hours, in-service training, satisfaction with her/his job, socio-economic level of the school, and satisfaction with the working environment. In this study, which is bases on the correlative investigation model, the Scale of Self-efficacy Belief in Science Teaching developed by Riggs and Enochs (1990) and studied in terms of validity and reliability by Hazır-Bıkmaz (2004), and a 12-question Personal Information Form were applied to the science and elementary teachers working in the primary schools in Aydın. The study was carried out with science teachers (N=58) and elementary teachers (N=74), in total 132 participants. 54.5% of the participants were female and 45.5% of the participants were male. The data gathered in this study were evaluated with SPSS 11.5, percent and frequency values were calculated and ANOVA, ‘t’ and ‘Scheffe’ tests were applied. According to the findings of this study, teachers’ perception of self-efficacy does not differentiate in respect to gender, seniority, number of the lessons they give, having in-service training and being satisfied with the working conditions; it differentiates in respect to the branches and the job satisfaction. Additionally, between the number of the courses they give, science self-efficacy belief (r= -.178) and science teaching outcome expectancy negative and low level relations were found. Thus, it can be said that the more the number of the lessons they give increases, the more science self-efficacy beliefs decrease.
dc.language	English
dc.language	Turkish
dc.publisher	Çanakkale Onsekiz Mart University
dc.relation	http://eku.comu.edu.tr/index/5/2/assaracoglu_nyenice.pdf
dc.relation	https://doaj.org/toc/1304-9496
dc.source	Journal of Theory and Practice in Education, Vol 5, Iss 2, Pp 244-260 (2009)
dc.subject	Self-efficacy belief
dc.subject	self-efficacy belief in science teaching
dc.subject	science teachers
dc.subject	elementary school teachers
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	INVESTIGATING THE SELF-EFFICACY BELIEFS OF SCIENCE AND ELEMENTARY TEACHERS WITH RESPECT TO SOME VARIABLES
dc.type	article