Examination and comparison of teacher candidates' teacher and stem self-efficacy

With this study, it was aimed to determine the relationship between teacher self-efficacy and self-efficacy related to STEM applications. The research was conducted on 472 teacher candidates studying at Kırşehir Ahi Evran University. The participants are studying in the first, second, third and fourth grades in the departments of science, social studies, Turkish and classroom teaching. Participants were determined using a simple random sampling method. The "Personal Information Form", the "Teacher Self-Efficacy Scale" and the "STEM Applications Teacher Self-Efficacy Scale" were used in the collection of the data. The Teacher Self-Efficacy Scale was composed of 3 factors. Cronbach's Alpha reliability coefficient Alpha=,876 for the Self-efficacy factor of the scale for Student Participation, Cronbach's Alpha reliability coefficient Alpha=, 902 for the Self-Efficacy factor for Teaching Strategies and Cronbach's Alpha reliability coefficient Alpha=, 908 for the Self-Efficacy factor for Classroom Management were found. The Cronbach Alpha value of the"STEM Applications Teacher Self-Efficacy Scale" was found to be 0.970 and the scale consisted of a single dimension. As a result of the analyses, a Decently significant relationship was revealed between the teacher candidates' teacher self-efficacy and their self-efficacy regarding STEM applications in a positive direction. These results reveal that there is a strong relationship between teacher candidates' teacher self-efficacy beliefs and STEM applications teacher self-efficacy deciencies. Keywords: Pre-service teachers, self-efficacy, STEM