Examination of science teachers' engineering teaching self-efficiency in terms of different variables

In this study, it was aimed to adapt the Engineering Teaching Self-Efficacy Scale (TESS) for teachers into Turkish, to carry out validity and reliability studies and to examine the engineering teaching self-efficacy beliefs of science (science, physics, chemistry, biology) teachers in terms of different variables. For this purpose, Yoon, Evans, and Strobel's "Teaching Engineering Self-Efficacy Scale (TESS)" scale and personal information form in 2014 were used as data collection tools in the research. The research was carried out based on the descriptive survey model. The validity and reliability study of the scale adapted in the study was tested with 476 science teachers working in schools affiliated to National Ministry of Education (NME) in Giresun province, and then the main study was conducted with 221 science teachers working in schools affiliated to NME in Ordu province. AMOS 24.0 and SPSS 22.0 package programs and exploratory factor analysis, confirmatory factor analysis, and Cronbach alpha reliability coefficient calculations were used in the validity and reliability analysis of the the TESS adapted to Turkish. The examination of science teachers' self-efficacy beliefs in engineering teaching in terms of different variables was carried out with the SPSS 22.0 statistical package program using independent samples t-test, One Way ANOVA and Scheffe significance test. As a result of the research, a valid and reliable scale has been brought to the national literature. However, in the study, while the self-efficacy beliefs of science teachers in engineering teaching differed significantly according to the variables of receiving engineering education, giving engineering education in their classes, branch, and location of the school; It was concluded that there was no difference according to gender, school type, years of service and age variables. In line with the findings obtained from the research, some suggestions were made. Keywords: STEM education approach, self-efficacy, engineering teaching, engineering teaching self-efficacy, science teachers, scale adaptation