EXAMINATION OF SELF-EFFICIENCY BELIEF ACCORDING TO TEACHING STYLES OF SCIENCE TEACHERS

Abstract

In this study, it is aimed to investigate whether there is a meaningful difference in the self-efficacy perceptions according to teaching style preferences of middle school science teachers living in Istanbul. Grasha's Teaching Styles scale original Grasha (1996) was developed in order to determine the teaching style preferences of the teachers in the research that applied the relational screening model. The adaptation to Turkish language was done by Bilgin, Uzuntiryaki and Geban (2002).In addition, to determine the self-efficacy perceptions of science teachers, the original scale of science proficiency scale developed by Riggs and Enochs (1990) was used and a scale consisting of 23 items in total was adapted to Turkish by Özkan, Tekkaya and Çakıroğlu (2002). Scales and questionnaire used were applied to 153 science teachers in Istanbul province in 2016-2017 academic year. According to the results of the research, science teachers' self-efficacy scores for science teaching were found to be high (at agreeing level). When self-efficacy perceptions were examined according to the studied the type of school they were studying and the students who studied it, it was seen that the self-efficacy scores of the science teachers in the private school were significantly different from the self-efficacy scores of the science teachers in the public school. In addition, it has been determined that science teachers generally have a representative dominant style and have at most a 4th group (Representative-Guiding-Expert) teaching style group. In addition, the result was that the dominant teaching style of science teachers and the dominant teaching style group did not make a significant difference on the science teaching self-efficacy level. Here the comments and suggestions regarding the findings were made.