Pehlivan, Merve
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.


Investigation of the relationship between pre-service science teachers' understandings of nature of science and their personal characteristics
Çetinkaya, Gamze; Çakıroğlu, Jale; Department of Elementary Science and Mathematics Education (2012)
The purpose of this study was to investigate the possible relationships between pre-service science teachers' understanding of nature of science (NOS) and their personal characteristics; understanding of nature of scientific inquiry (NOSI), epistemological world views, self-efficacy beliefs regarding science teaching, attitudes towards science teaching, metacognitive awareness level and faith/worldview schemas. The sample of the present study were 60 PSTs that are 3rd year students at elementary science edu...
An Investigation of preservice middle school mathematics teachers’ formative assessment approaches through lesson planning
Kaplan, Gözde; Haser, Çiğdem; Department of Elementary Science and Mathematics Education (2015)
The aim of this study was to investigate the views and practices of early childhood teachers on differentiation. In order to explore the research questions, 19 pre-kindergarten and kindergarten teachers of an International Baccalaureate (IB) world school in Turkey were interviewed about differentiation, their written curriculum documents were analyzed, and the classrooms were observed. This study was designed and conducted as a qualitative case study. As the case, an authorized International Baccalaureate P...
A qualitative case study of prospective chemistry teachers knowledge about instructional strategies Introducing particulate theory
Boz, Nihat; Boz, Yezdan (2008-01-01)
The purpose of this study was to investigate prospective chemistry teachers’ knowledge about instructional strategies, one component of pedagogical content knowledge about introducing particulate theory, as well as sources of this knowledge. Twenty-two prospective chemistry teachers participated in the study. Data were collected by the means of a vignette, semistructured interviews, and lesson plans. Analysis showed that concrete objects, computer animations, and expository teaching were the preferred teach...
Demirel, Zeynep Merve; Sungur, Semra; Çakıroğlu, Jale; Department of Science Education (2021-9-03)
The purpose of this study is to investigate science teachers’ views of the nature of science (NOS) based on the framework of Reconceptualized Family Resemblance Approach to NOS (RFN) (Erduran & Dagher,2014; Kaya & Erduran, 2016b). Using the categories of the RFN framework; aims and values, scientific knowledge, scientific method and methodological rules, scientific practices, social-institutional aspect of science, science teachers’ views on NOS, views about RFN integration into their instruction, and views...
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Cobanoglu, Rahime (2015-01-01)
The primary objective of this study was to portray a synthesis of educational research in Turkey as regards pre-service and in-service teachers' beliefs about teaching. For this end, a comprehensive literature search that was confined to the years between 2000 and 2011 was conducted via electronic databases. This search generated thirty-one research articles that were considered relevant for the scope of the present review. Descriptive analysis of the findings in these studies resulted in four main themes t...
Citation Formats
M. Pehlivan, “A STUDY ON SOURCES AND CONSEQUENCE OF SCIENCE TEACHERS’ SELF-EFFICACY,” M.S. - Master of Science, Middle East Technical University, 2022.