Determination of self-efficacy of science teachers in the context of specific field competencies

The Ministry National Education had presented the specific field competencies where the development goals were stated, on the purpose of attain the goals of education system, acquiring successful learning outcomes and increasing the quality of the teachers, as a guide to the teachers. Specific Field Competencies which was prepared in this regard, involve performance indicators that teachers should have in order to increase the quality of science education and provide meaningful learning toward science class where students abstain, by building active learning environment. The beliefs of teachers aimed at the implementation of development goals should be high in order that teachers render these goals into behavior. This case it can be say that teachers who have high self-efficacy belief are more eager to realize the performance indicators. In this direction, the determination of self-efficacy of in-service teachers toward specific field competencies and the recognition of the factors that restrict the teachers from implementation of development goals avail the determination of actions to be taken. This study was done on the purpose of determination of self-efficacy beliefs of science teachers in the context of specific field competencies. The study was conducted with in-service science teachers among where 91 teachers replied the scale and 18 teachers attended the interviews. In this study which was a mixed method study, the data collected with the Self-Efficacy Toward Specific Field Competencies Scale which was developed by the researcher and the semi-structured interviews. It was specified from the scale that self-efficacy beliefs of teachers were not significantly different in terms of demographic variables and it was seen from the interviews that teachers build up codes generally specific to the supporting the learning theme. In this regard, it was come through that self-efficacy beliefs of the teachers develop focusing on contributing to learning and their self-efficacies were more influenced by environmental factors. Depending on the results obtained from the study, it was suggested that this kind of studies should be done with the teachers from different fields in order to have an idea of the self-efficacy of the teachers from different fields.