Examing the self-efficacy beliefs and attitudes of in-service classroom teachers related to science teaching

The aim of this thesis is to research classroom teachers' self-efficacy belief and attitudes to wards science lesson according to their gender, seniority and last higher education level; and to analyze the relation between self-efficacy belief and attitudes to wards science teaching. The research, as descriptive, is verified based on general survey model. The sample of this research consists of 300 classroom teachers in seventeen (17) different primary schools in central districts of Diyarbakır on 2016-2017 academic year spring term. In the research the scale of Self Efficacy Beliefs on Mathematics Teaching and the scale of Attitude to wards Mathematics Teaching are used by after adapted to Science Lesson. The types of scales like 5 point likert scale The Cronbach's Alpha coefficients are calculated by using datas obtained from the research. These coefficients are retained as .99 for the scale of science teaching and .977 for the scale of self-efficacy. There after, it is indicated that datas to which normality test applied, ranges normally. Independent Samples T-test is used for scores for classroom teachers' self-efficacy and attitude scores by their genderand one-way analysis of variance (ANOVA) is used to analyze their last higher graduation seniority level. Correlation Analysis is done to determine the relation between self-efficacy and attitude. For all statistical analysis significance level is accepted as (p < .05). The research result indicates that by gender any significant variation cannot to be ascertained in regard to classroom teachers' science education self-efficacy. Nevertheless according to seniority, there is a significant difference. It is ascertained that teachers' self-efficacy belief increases according to their last graduation level. This difference between education faculty, associate degree and other graduation level is in favor of , in order, associate degree and other faculty graduates. It is indicates that analyzing classroom teachers' science teaching attitude by their gender, seniority and last higher education level; there is a significant difference on teachers' science teaching attitude in favor of male teachers; and according to seniority, it is in favor of high graduate teachers. According to higher graduation level, there is a significant difference in favor of ;first associate degree level and then graduates from other faculties. It is determined that there is a high level positive, meaningful correlation between classroom teachers' science teaching belief and attitude. Keywords: Classroom teachers, self-efficacy belief, attitude, seniority, gender, seniority, last higher education level, science teaching