Fen Bilgisi Öğretmenlerinin Özel Alan Yeterlikleri Bağlamında Öz Yeterlikleri

Abstract

The changes in the education system in order to train individuals who meet the requirements of the age have revealed the need for determining the competencies that teachers are expected to have. In the studies on teacher competencies, which started in the late 90s, besides determining general competencies, specific field competencies were also determined. Science specific field competencies serve as a guide for science teachers and candidates in achieving their professional development goals. Science teachers have high self-efficacy beliefs for including them in their teaching practices besides having these competencies is important. The aim of this study is to determine science teachers' selfefficacy towards specific field competencies in the context of various variables. The study was conducted to the convergent parallel design in which quantitative and qualitative research processes from mixed method research are carried out together. While 91 teachers answered scale, which was included in the quantitative process of the study, semi-structured interviews which constituted the qualitative process were conducted with 18 teachers who volunteered from these teachers. The data obtained from the scale were tested to statistical analysis, and the data obtained from the interviews were subjected to descriptive analysis. According to the data obtained from the sub-dimensions (except professional development) science teachers' self-efficacy did not differ significantly according to the determined variables, while the professional development sub-dimension differs in favor of teachers with less service time. These teachers, who had less experience, expressed more opinions about the professional development theme in the interviews compared to the experienced teachers. It was determined that teachers' self-efficacy belief scores for the theme of supporting teaching were the highest, and in the data obtained from the interviews, teachers expressed more opinions about this theme. It was concluded teachers' self-efficacy beliefs differ according to the sub-competence fields that make up the specific field competencies.

The Effect of English Teachers’ Perfectionism and Self-Efficacy Perceptions on their Professional Motivation Levels

“…Er (2020) found that male teachers' self-efficacy perceptions were higher than female teachers. In the study conducted by Candaş and Özmen (2022), it was found that teachers' self-efficacy perceptions did not differ significantly according to gender variable. When the total scores of the self-efficacy scale of English teachers were examined according to professional seniority, a significant difference was found in favour of teachers with 0-5 years of seniority.…”