Examining of relationship between of science teachers' attitudes towards distance education with self-efficacy of science teaching

This thesis aims to examine the relationship between science teachers' attitudes towards distance education and their science teaching self-efficacy beliefs. In this study, the relational survey model of the survey design, which is one of the quantitative research methods, was used to examine the relationship between science teachers' attitudes towards distance education and their self-efficacy beliefs in science teaching. The participants of the study consist of 330 science teachers working in public and private secondary schools in Bursa city center and districts in the 2020-2021 academic year. In the study, "Personal Information Form", "Distance Education Attitude Scale" and "Science Education Self-Efficacy Scale" were used as data collection tools. Quantitative data obtained from data collection tools were analyzed with SPSS-26 (Statistics Program for Social Sciences) package program. In the light of the findings of analysis, while science teachers' attitude levels towards online education were found to be above average, their gender, type of the instution they work, education status, age, length of service, how long they have been in their current instution and how knowledgeable they were of online education, were not found to be meaningful difference as to their attitude levels. When the science teachers' evaluation of the features of distance education in terms of importance and the scores of the effectiveness of the communication methods used in distance education were examined, significant differences were determined according to the variables of teachers' age, professional seniority and having knowledge about distance education. When the answers given by the science teachers to the "Science Teaching Self-Efficacy Scale" were analyzed, the science teaching self-efficacy levels were found to be slightly above the medium level. While significant differences were determined according to the teachers' science teaching self-efficacy levels, educational status, age, professional seniority, length of stay in the institution and distance education knowledge variable; No significant difference was found according to gender and type of institution where they work. As a result of the analysis, a positive and significant relationship was determined between the science teachers' attitude levels towards distance education and their science teaching self-efficacy.