Özet:

Abstract enTeacher self-efficacy is their own opinion of teachers about their proficiencies to perform their profession successfully (Bandura, 2005). Teacher self-efficacy affect a range of school activities such as lesson activities, preparing appropriate learning environment, and teaching methods and evaluation techniques. Therefore, it has to be taken into consideration which is related to teachers’ opinions about fulfilling their duties while doing research to fulfil professional duties of teachers with qualifications. The aim of this study is to determine the levels of perceived biology self-efficacy of primary school pre-service teachers and to compare it according to gender and grade levels. The study group is primary school pre-service teachers at a private university and teaching at the third and fourth grades in TRNC. Fifty-eight third- and fourth-grade students responded to the questionnaire. A descriptive survey method, utilizing the “Biology Self-Efficacy Scale” was used in this study. This scale was a 5 Likert type with 23 items in three factors: “methods of biology”, “generalization to other biology/science courses and analyzing data”, and “application of biological concepts and skills”. The data have been analyzed by using the techniques of descriptive statistics, analysis of reliability coefficient, and t test. According to the descriptive result the average value of the levels of primary school preservice teachers’ perceived biology self-efficacy is 3.57 (df.: 0.61). The results of t test revealed significant differences between third- and fourth grades on factor of “application of biological concepts and skills. But results of t test did not significant differences between males and females on biology self-efficacy. It is demonstrated that primary school pre-service teachers is a high self-efficacy level of biology teaching. This state can be said that these teacher candidates believe in their capabilities to implement good biology teaching in the future. The grade plays a role in self-efficacy of application of biological concepts and skills, but the gender does not play in biology self-efficacy. As the perceived self-efficacy is not a universal belief, and is an important feature of persons. Therefore the difference in self-efficacy may be related to the properties of the variables, as individual differences, self-reflection, and experiences (Bandura, 2005)

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