Examination of primary teacher's self-efficiency in science teaching in terms of various variables

This study was carried out to determine the science teaching self efficacy belief levels of teacher candidates studying in the classroom education undergraduate program. In the spring term of the 2021 – 2022 academic year, 216 teacher candidates studying at all grade levels participated in the Kastamonu University Faculty of Education Classroom Education program. The method of the research is the scanning model. The research variables consist of gender, class level and the longest living settlement. The data were obtained with the 5-point Likert- type "Science Teaching Self Efficacy Belief of Pre-service Class Teachers" scale consisting of 21 items. These obtained data were analyzed with the SPSS 22.0 package program. As a result of the research, it was determined that the self efficacy belief scores of the teacher candidates were higher than the average score that can be obtained from the scale. It was determined that there was no significant difference betweeen pre-service teachers' self efficacy belief and outcome expectation sub-factors according to gender. No significant difference was found between the variable of the longest lived settlement and the scores of the pre-service teachers' self efficacy belief and outcome expectation sub-factors from the scale. In the grade level variable, there was no significant difference between the scores of the pre-service teachers' sel efficacy belief sub-factor of the scale; A significant difference was found in the scores of the teacher candidates' outcome expectation sub-factor scores. According to this difference, it was concluded that the results expectation sub-factor scores of the pre-service teachers studying in the 2nd, 3rd and 4th grades were higher than the outcome expectation sub-factor scores of the 1st grade teacher candidates.