An investigation of the relationships between scienceteachers' pedagogical discontentment and their selfefficacies

Recent science education literature emphasizes science teachers' pedagogical discontentment and their efficacies as crucial constructs to ensure teachers enactment of reform implementations. These two constructs are considered to have a great impact on science teachers' abilities to adopt reform implementations in their Daily teaching activities. Thus the purpose of this research is to explore middle school science teachers' self-efficacies and their pedagogical discontentment to assess and understand the relationships between teachers' self-efficacies and their pedagogical discontentment toward inquiry-based science teaching, The study was conducted through survey and correlational research designs. Data were collected through science teachers' pedagogical discontentment scale developed by Southerland et al. (2006) and Riggs and Enochs's (1990) science teachers' self-efficacy belief instrument called STEBI-A. The sample was included 130 science teachers and these teachers were selected through random sampling method from middle school science teachers working at public schools located in both rural and urban areas of. A providence located in Westblacksea region and its 4 cities. Data were analyzed through descriptive and correlational analysis methods by SPSS statistics software. The findings derived from the data indicated the relationships between science teachers' pedagogical discontentment and self-efficacies regarding general and sun categories of these two constructs.