In this study, self - sufficiency of classrooms teachers of 4th grade for the classes of physics, chemistry and biology were analyzed

In this study; self-efficacy levels of 4th grade classroom teachers in science and technology courses` sub-branches and their characteristics self-efficacy levels for sub-branches and also the relationship between them were investigated. The study was made with a mixed model and determined the relations between self-sufficiency levels and correlations. In the study, Physics Topics Self-sufficiency Model, Chemistry Topics Self-sufficiency Model, Biology Topics Self-sufficiency Model and Personal Data Form were developed by the researcher and these models were used to collect quantitative data. The study consists of randomly chosen 544 teachers who work in public and private schools in Yenimahalle, Ankara-Turkey. Collected data and statistical methods; models, mean, standard statistics, definitive statistics methods were used in ANOVA, t test and Turkey test was used for post hoc analysis in order to determine the differences. Also, Pearson Co-relations and Regression were used and regression hypothesis tests were done. Firstly this study applied by doing survey to the pilot group. The factorial structure of the study was studied and structural efficiency was tested. Item-test grade correlations, self-consistency grades Cronbach Alfa were calculated. After factor analysis Psychics Topics self-sufficiency KMO=.910 and alpha value. 916; Chemistry Topics Self Sufficiency KMO=.921 with two factors and alpha value .914; Biology Topics Self-sufficiency KMO=.940 with two factors and alpha value .929. All of the topics' mean were high. There was a significant relationship between general Chemistry Topics Self-sufficiency Level and General Physics Topics Self-sufficiency Level (r= .70; p<.05); there was also a significant meaningful relation between General Biology Topics Self-sufficiency and General Physics Topics Self-sufficiency levels (r=0.81; p<.05). At the end of the study, teachers have high self-sufficiency levels in science and technology classes. In demographical perspective, female teachers have a higher level compared to male teachers in terms of biology, chemistry and physics self-sufficiency levels. In terms of the seniority in the profession, self-sufficiency was higher for biology and chemistry for the teachers who were in the profession for 6-10 years. For physics it was the highest for the teachers who were in the profession for 16-20 years. Comparing by graduated faculties, observed that for the biology teachers who graduated from a faculty of education, have higher GPAs. For chemistry, there was not a significant relationship. Moreover, there is no significant change in self-sufficiency levels while comparing graduated high schools types, teaching status, and having smart board at the schools that they are currently working. Keywords: Science and technology, teacher self-sufficiency, self-sufficiency