Investigation of the relationships between the attitudes of teachers towards science and science teaching with the levels of self-efficacy of elementary teachers (Uşak case study)

The purpose of this study is to investigate elementary school teachers' attitude toward science and science teaching as well as the teachers' self-efficacy toward science and also; according to some independent variables (age, gender, etc) in the sample of Uşak Province, it is to show there is any significant differences based on the attitudes and self-efficacy of elementary school teachers. Additionally, it is examined whether there is any significant relationship between teachers' attitudes and self-efficacy. Personal information in accordance with the form in Turkmen (1999) adapted to Turkish by science and science teaching attitude scale and Özkan, Tekkaya and Çakıroğlu (2002) science teaching self efficacy scale which was adapted to Turkish by questionnaire; 331 was applied to teachers who served in Usak province. The results obtained from the research were analyzed through statistical package program. As a result of the research, it was determined that the teachers were in positive attitudes towards science teaching and the levels of self-efficacy of science teaching were higher than the average. In the study, it was determined that there were no differences in the attitudes of teachers towards science education and teaching according to their gender, age, duration of Service and educational status. It was determined that the levels of self-efficacy beliefs for Science Education did not differ according to their age and duration of Service, and that they differ according to their educational status. In the research, the level of directional orientation of the classroom teachers towards science learning and their target-oriented orientation among science teaching self-efficacy beliefs was 19%(r=0.19). Key Words: Science, Science Teaching, Attitude and Self-Efficacy