Abstract:

The synergy created by teachers in every step of education is quite valuable to develop the quality and efficacy of education in schools. Examining collective beliefs of math, science and biology teachers in education programs through structures such as collective self-efficacy, teachers' self-efficacy, supporting motivated learning self-efficacy and self-regulation is supportive in qualitative assessment in terms of education. Conducting a study and implementation determining collective efficacy explained as the belief/perception that they can study together efficiently will provide a perspective for teachers' common belief. This study is conducted between Hacettepe University, Directorate of National Education in Altındağ District and Altındağ Municipality within the frame of "Cooperation Protocol in Education". The study aims to determine the collective efficacy perception levels of secondary - high school math, science and biology teachers and to examine the relationship of some variables (teachers’ self-efficacy, supporting motivated learning self-efficacy, self-regulation, age and school level) with collective self-efficacy. The universe of the study is comprised of 542 math, science and biology teachers teaching in secondary and high schools in Altındağ District of Ankara and the sample is consisted of 247 teachers from there. In the study a data collection tool consisted of personal information and some scales (Collective Efficacy Perception Scale, Teacher Efficacy Scale, Supporting Motivated Learning Self-Efficacy Scale, Self-regulation Scale) is used. In addition, descriptive statistics are calculated and reliability and correlation analysis were carried out. According to results, collective efficacy perception levels of teachers' were mean (=36.376). Teachers' collective efficacy perception and supporting motivated learning self-efficacy were in mean level and they had positive and significant relation (r=.454; r= .362; p<0.01 relatively); they had low, negative and significant relation with self-regulation (r=-.250 p<0.01) and they had no relation with age and school level. When teachers' belief in being effective in education was high and their self-efficacy got higher in terms of motivating students in lessons or activities about them, their belief and effort increased too. Accordingly, teachers' collective efficacy perception, activities that they do with students in classroom can be increased. Developing their self-regulation feature can support them. 

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