Özet:

This study aims to provide suggestions for developing self-efficacy beliefs by examining the variables related to self-efficacy beliefs of science teachers working in middle schools towards measurement and evaluation. The research was conducted in 2020. Survey method was used in the research. The sample included 560 science teachers working in state middle schools in three central and three provincial districts in Ankara. Data were collected using the Measurement and Evaluation Self-Efficacy Belief Scale and analyzed using the Independent Samples t-Test and One Factor Analysis of Variance. The study found that the variables of receiving education about measurement and evaluation, the frequency of using measurement and evaluation techniques-tools in the teaching process, the sufficiency level of university education in learning and using the measurement and evaluation techniques, and the knowledge level regarding the measurement and evaluation created significant differences in science teachers’ self-efficacy beliefs towards measurement and evaluation. Moreover, the variables of gender, work experience, type of the faculty where teachers graduated from and education level did not make a significant difference in science teachers’ self-efficacy beliefs towards measurement and evaluation.

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