Investigation of physics teachers' STEM self-efficiency in terms of various variables

The aim of this study is to examine the STEM self-efficacy of physics teachers in terms of different variables. The research has a mixed research design since it includes both qualitative and quantitative data. While the sample of the research was determined by purposeful sampling method from the universe, the sample consists of 126 participants residing in Diyarbakır city center. In the qualitative dimension of the study, interviews were conducted with 10 physics teachers among 126 participants. The data collection tool used in the quantitative dimension of the study consisted of two parts: personal information form and STEM classroom practice self-efficacy perception scale, while the interview form created by the researcher was used in the qualitative dimension. SPSS 22.0 package program was used to analyze quantitative data and descriptive analysis method was used to analyze qualitative data. As a result of the study, it was determined that STEM classroom practice self-efficacy perceptions showed statistically significant differences according to age, gender, marital status, educational status, length of service as a teacher, tenure type, socioeconomic status, thinking .In addition, the participants stated that they did various STEM activities in their classrooms, but they did not consider themselves fully competent in STEM. Participants stated that they tried to benefit from STEM applications in every field, but they could benefit more from STEM applications with the elimination of training and material deficiencies. Keywords Science, Physics, Self-Efficacy, STEM