Bu çalışmanın amacı, ortaokul bilim uygulamaları dersine ilişkin öğretmenlerin öz-yeterlik inanç düzeylerini belirlemek ve bu öz-yeterlik inançlarını cinsiyet, öğrenim durumu, mesleki kıdem, mezun oldukları fakülte/yüksekokul türüne göre incelemektir. Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırmanın çalışma grubu, 2017-2018 eğitim-öğretimin yılında, Ordu ili merkez ve ilçe ortaokullarında görev yapan 221 fen bilimleri öğretmenlerinden oluşmaktadır. Veri toplama aracı olarak “Bilim Uygulamaları Dersi Öğretmen Öz-Yeterlik İnanç Ölçeği (BUDÖÖİÖ)” ve “Kişisel Bilgi Formu” kullanılmıştır. Araştırma sonucunda, fen bilimleri öğretmenlerinin bilim uygulamaları dersine ilişkin öğretim öz-yeterlik inançlarının “çok yüksek” düzeyde olduğu belirlenmiştir. Benzer şekilde, ölçeğin “öğrenci ürünleri” ve “öğretim sürecinde zorlanma” alt boyutlarına ilişkin öz-yeterlik inançlarının “çok yüksek”; “bireysel öğretim” öz-yeterlik inançlarının ise “yüksek” düzeyde olduğu sonucuna ulaşılmıştır. Cinsiyet, öğrenim durumu, mesleki kıdem, mezun oldukları fakült/yüksekokul türü ile öğretmenlerin öz-yeterlik inançları arasında anlamlı bir farklılaşma olmadığı tespit edilmiştir.,The aim of this study is to determine the teachers’ self-efficacy beliefs related to middle-school science appliations course and to investigate their self-efficacy beliefs according to gender, education levels, professional seniority and the type of faculty/college they gratuate. In the study, relational survey was used. The study group consists of 211 science teacher working in the central and districts middle-school of Ordu city in the 2017-2018 academic year. “Science Applications Course Teacher Self-Efficacy Belief Scale (SACTSEBS)” and “Personal Information Form” were used as data collection tools. As a result of the study, it was determined that science teachers’ self-efficacy concerning science applications course was “very high” level. Similarly, teachers’ self-efficacy beliefs concerning “student outcome” and “strain in teaching” sub-dimensions were “very high” level; “individual teaching” sub-dimension were “high” level. It was determined that there aren’t significant difference among gender, education, education status, professional seniorty, the type of faculty/college that graduated and teachers’ self-efficacy beliefs.
The aim of this study is to determine the teachers’ self-efficacy beliefs related to middle-school science appliations course and to investigate their self-efficacy beliefs according to gender, education levels, professional seniority and the type of faculty/college they gratuate. In the study, relational survey was used. The study group consists of 211 science teacher working in the central and districts middle-school of Ordu city in the 2017-2018 academic year. “Science Applications Course Teacher Self-Efficacy Belief Scale (SACTSEBS)” and “Personal Information Form” were used as data collection tools. As a result of the study, it was determined that science teachers’ self-efficacy concerning science applications course was “very high” level. Similarly, teachers’ self-efficacy beliefs concerning “student outcome” and “strain in teaching” sub-dimensions were “very high” level; “individual teaching” sub-dimension were “high” level. It was determined that there aren’t significant difference among gender, education, education status, professional seniorty, the type of faculty/college that graduated and teachers’ self-efficacy beliefs.
