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Volume 6 Issue 2 (December 2012)

Evaluating Science Teachers’ Views about Dimensions of Teaching Programme According to their Levels of Self-Efficacy Beliefs

Tezcan KARTAL, Pınar Fettanoğlu, Nurhan Öztürk, Manolya Yücel Dağ ve Gülay Ekici


The aim of this study is to investigate science teachers’ views about dimensions of science and technology teaching programme according to their levels of self-efficacy beliefs towards teaching profession. It is thought that science teachers’ teacher self-efficacy is one of the important factors affecting their performances related to application of science and technology education curriculum. The integrated research design in which descriptive scanning model of quantitative and phenomenology technique of qualitative research methods are combined has been used in this research. The levels of teacher self-efficacy beliefs are examined, also teachers’ views related to purpose- target- recovery dimension, content dimension, educational status dimension, measurement and evaluation dimension of science and technology education curriculum. In the quantitative dimension of the research, science teachers' self-efficacy beliefs towards teaching profession were determined with "Teachers' Sense of Efficacy Scale" developed by Tschannen-Moran & Hoy (2001). In the qualitative dimension of the research, an interview form including four open-ended questions was used in order to determine the teachers' views towards the teaching programme of Science and Technology course. In the analysis of the data obtained from the scale of teachers' self-efficacy beliefs, by benefiting from SPSS 15 programme descriptive and explanatory statistical methods were used. In the analysis of the data obtained from the interview form, contingency (relation) analysis among the methods of content analysis was used by using Nvivo-9.2 packet programme. 52 Science and Technology teachers working in Kırşehir included in the sample were chosen randomly. According to the general conclusions obtained in the study, the views of the teachers having self-efficacy beliefs at a low level indicate an intensity in the subjects that goals cannot be understood, some anticipated duties cannot reach its goals such as performance, and so on; the views of the teachers having a self-efficacy belief at a medium level indicate an intensity which the programme is in a spiral structure creating complexity and the views of teachers having a self-efficacy belief at a high level indicate an intensity on which programme is suitable for the students' levels and the goals are clear and understandable.
Key words: science teacher, self-efficacy belief, education program

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