To what extent do teacher characteristics explain affective variables towards science? A modelling study based on TIMSS Türkiye data

This study primarily aims to investigate the relationships among students' perceptions of teachers, their attitudes towards science, and their self-efficacy in science, based on data from the Trends in International Mathematics and Science Study (TIMSS) 2019 for Turkey. This research was conducted using a quantitative-correlational research model. Turkey participated in the TIMSS 2019 assessment at both the fifth and eighth-grade levels. The population of the study comprises all fifth-grade students in Turkey, with the sample consisting of 4028 students selected from 180 schools at the fifth-grade level. The data for this study were obtained from the TIMSS 2019 student questionnaire. The data were analyzed using descriptive statistics and Structural Equation Modeling (SEM) in line with the research questions. The analysis revealed that a significant proportion of students reported their teachers were successful in explaining science concepts, presenting science topics clearly, and providing clear answers to student questions. Furthermore, in terms of attitudes, the majority of students indicated that science lessons were engaging and that they enjoyed learning in these lessons. Regarding self-efficacy, a substantial number of students perceived themselves as successful in science lessons. The SEM analysis demonstrated a high positive correlation among students' perception of teachers, students' attitudes and self-efficacy towards science. Based on the findings, it is concluded that teacher characteristics are of great importance for fostering students' attitudes and self-efficacy in science. Accordingly, it is recommended that pre-service and in-service teacher training programs be updated to promote the widespread use of student-centered teaching methods by teachers and to support the creation of a positive learning environment for science. Additionally, future research is advised to comparatively examine data from different TIMSS cycles, both across years and across countries.