Investigation of primary school teachers 'self efficacy beliefs for science teaching and modeling of source effects

The purpose of this research is to investigate the science teaching self-efficacy beliefs of primary school teachers working in the primary schools of Adıyaman, to determine the factors affecting their self-efficacy beliefs, and to determine the role of gender, the place where they work, seniority, the department they graduated, the age variables, determining the role of self-efficacy beliefs by different variables, to find out how it is affected and the extent to which teachers 'profession self-efficacy sources affect teachers' self-efficacy in science teaching. In the research, scanning model and structural equation data analysis method have been used. The study group of the research consists of 212 male and 204 female totally 416 classroom teachers working in public primary schools in Adiyaman and its central districts in 2017-2018 academic year. In the research, "Self-Efficacy Belief Scale in Science Teaching" that has been developed by Roiggs and Enochs (1990) has been applied as data collection tool. The scale has two sub-dimensions as "Proficiency Belief" and "Expectation of Results" and consists of 21 items in total. The "Teacher Self-Efficacy Scale" developed by Çapa, Çakıroğlu and Sarıkaya (2005) has also been used to measure the sources that are thought to predict teachers' science teaching self-efficacy beliefs. The scale consists of three sub-dimensions and 24 items. As a result of the research; when the self-efficacy beliefs of primary school teachers for science teaching are analyzed according to the gender variable, it has been found that there is no significant difference in the overall self-efficacy belief and among the sub-factors in the efficacy belief and outcome expectation factor. It has been determined that there is no significant difference in the self-efficacy perceptions of the primary school teachers according to the department they graduated and in the efficacy belief and result expectation factor among the sub-factors. While there is no significant difference in the science self-efficacy beliefs according to the age variable of the primary school teachers, there is a significant difference between the sub-factors in the proficiency belief and outcome expectation factor between the age of 25 and other groups. It is understood that this difference differs in favor of teachers older than 25. When the differences of the self-efficacy beliefs of the primary school teachers according to the working time have been examined, it is found that there is no statistically significant difference in the overall self-efficacy belief and in the efficacy belief factor from the sub-factors and in the expectation of the outcome among the sub-factors, there is a significant difference between those who were less than 5 years and 6-10 years. It is understood that this difference differs in favor of teachers whose working time is less than 5 years. When the self-efficacy beliefs of the classroom teachers have been examined according to the task area, it is found that there is no significant difference in the overall self-efficacy belief and in the efficacy belief and result expectation factor among the sub-factors. Keywords: Science education, Primary School Teachers, Self-Efficacy Perception