Investigation of the relationship between logical/mathematical intelligence field and self-efficient beliefs of candidate science teachers

In Gardner's theory of multiple intelligences, logical-mathematical intelligence encompasses skills such as problem-solving, analytical thinking, and translating abstract concepts into symbols. The concept of self-efficacy in science teaching is the self-confidence teachers have when teaching science and their overall mastery of the subject. This research aims to determine the relationship between the level of logical-mathematical intelligence of science teacher candidates and their self-efficacy belief in science teaching. The study uses a quantitative research method, the survey method, for data collection. The sample selection is done through a random sampling model. The sample consists of second-, third-, and fourth-year science teacher candidates from four different state universities in the Black Sea region during the 2023-2024 academic year. The sample size is 323 teacher candidates. A "Personal Information Form" is used to determine demographic characteristics in the data collection process. The "Logical-Mathematical Intelligence Level Scale," adapted into Turkish by Özden in 1997, is employed to measure logical-mathematical intelligence, and the "Science Teaching Self-Efficacy Belief Scale," developed by Altıncelep in 2022, consisting of 7 sub-factors and a total of 41 items, is used to determine science teaching self-efficacy belief. The collected data is analyzed using the Jamovi program. While there was no significant difference between the level of logical-mathematical intelligence and the academic average, a significant difference was found in favor of teacher candidates with an academic average above 3.0 regarding science teaching self-efficacy belief. When examined in terms of gender, a statistically significant difference was found in favor of male teacher candidates in the level of logical-mathematical intelligence. However, no statistically significant difference was found in science teaching self-efficacy belief. Regarding the class level, a statistically significant difference was found in favor of fourth-year students regarding science teaching self-efficacy belief. In contrast, second-year students showed a significant difference in the level of logical-mathematical intelligence. The results suggest a moderately significant positive relationship between logical-mathematical intelligence and science-teaching self-efficacy belief. Keywords: Science Teacher Candidates, Intelligence, Self-Efficacyce and science teaching self-efficacy belief.