Date

2022-2-11

Author

Pehlivan, Merve

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The purpose of this study was to investigate the relationship between sources and the consequence of science teachers’ self-efficacy. Science teachers’ self-efficacy was measured in terms of self-efficacy for student engagement, classroom management, and instructional strategies. As sources of self-efficacy Bandura’s hypothesized sources (i.e. mastery experience, vicarious experience, verbal persuasion, and physiological and emotional states), years of experience, implicit beliefs of science ability, and job satisfaction were explored. As consequence of teacher self-efficacy, teachers’ mental models regarding their teaching beliefs were examined. Moreover, the study was extended by examining whether teachers’ sense of self-efficacy beliefs differ with respect to their teaching styles, determined through their mental models. In the study, 192 in-service science teachers participated and the data were collected through the administrtion of self-report instruments, namely the Teacher Sense of Efficacy Scale (TSES) , Teacher Job Satisfaction Scale (TJSS), Implicit Theory of Science Ability Scale (ITSA), Sources of Self-efficacy Inventory (SOSI), and the Draw a Science Teacher Test-Checklist (DASST-C). In order to investigate how well the proposed sources predicted teachers’ sense of self-efficacy, three different multiple regression analyses for each self-efficacy dimension were conducted. Additionally, to reveal how well teachers’ sense of self-efficacy predicts the consequence one more multiple regression analysis was carried out. Moreover, teachers’ sense of self-efficacy beliefs with respect to their teaching styles were examined through multivaritate analysis of variance (MANOVA). Results demonstrated that mastery experience and implicit theory of science ability were found as positive significant predictors, whereas physiological and emotional states were found as negative significant predictor of teachers’ sense of self-efficacy for all sub-dimensions. In addition, in-service science teachers’ vicarious experiences were also found as negative significant predictor of their sense of self-efficacy for classroom management. Among all proposed sources, mastery experience made the largest contribution of prediction of teachers’ sense of self-efficacy for all subdimensions. On the other hand, job satisfaction, years of teaching experience, and verbal persuasion were not found as statistically significant predictor for any teacher self-efficacy sub-dimension. Moreover, results also indicated that the combination of teachers’ sense of self-efficacy sub-dimensions significantly explained 6.9 % of the variance of in-service science teachers’ mental models regarding their teaching beliefs. Additionally, teachers with exploratory teaching style had significantly high levels of self-efficacy for student engagement and for instructional strategies compared to teachers with explicit teaching style.

Subject Keywords

Inservice Science Teachers, Teacher Self-Efficacy, Sources of Selfefficay, Years of Teaching Experience, Teacher Job Satisfaction, Implicit Theory of Science Ability, Mental Model, Teaching Style

URI

https://hdl.handle.net/11511/96343

Collections

Graduate School of Natural and Applied Sciences, Thesis