Developing the self-efficacy scale of science teachers for distance education and determining its relationship with the technological pedagogical confidence scale

The aim of this research is to develop a scale that can determine the self-efficacy of science teachers for distance education and to examine whether the self-efficacy measured through this developed scale differs according to gender, professional seniority and educational status. It also aims to determine the relationship between science teachers' self-efficacy and their self-confidence in technological pedagogical content knowledge. In this context, the research is designed as survey method and it consists of three stages: scale development, application and correlational research. The participants of the study consisted of secondary school teachers working in two provinces in each of Turkey's seven geographical regions. During the scale development phase, data was collected from 600 teachers for exploratory factor analysis, from 400 teachers for confirmatory factor analysis, and from 1855 teachers to answer the research sub-problems. As data collection tools, the science teachers' self-efficacy scale for distance education developed within the scope of the research and the "Technological Pedagogical Content Knowledge Self-Confidence", originally developed by Graham et al. (2009) and adapted into Turkish by Timur and Taşar (2011) were used. In the analysis of the data, the SPSS package program was used to answer the exploratory factor analysis and research sub-problems, and the LISREL program was used for confirmatory factor analysis. As a result of the exploratory factor analysis, it was revealed that the self-efficacy scale of science teachers for distance education consists of 46 items and 3 factors. It was concluded that the total variance explained was 60,06% and the item factor loadings varied between 0,539 and 0,857. The reliability coefficient of the entire scale is 0,957 and the reliability coefficient of its sub-dimensions are 0,977; 0,899 and 0,862. As a result of the confirmatory factor analysis, it was determined that the structural equation model fit values met the desired criteria and were compatible. In the research sub-problems, it was concluded that science teachers' total self-efficacy for distance education and their sub-dimensions technological self-efficacy for distance education, self-efficacy for distance science teaching and negative self-efficacy for distance education did not differ according to gender. On the other hand, it was determined that science teachers' total self-efficacy for distance education and its sub-dimensions technological self-efficacy for distance education, self-efficacy for distance science teaching and negative self-efficacy for distance education differed according to their professional seniority and educational status. In addition, according to the research findings, it was concluded that there was a statistically strong relationship between the total scores of science teachers from the self-efficacy scale for distance education and the total scores they received from the technological pedagogical content knowledge self-confidence scale.