Özet:

This research was carried out to identify how the level of science knowledge and self-confidence of class teachers in the teaching of science varied according to variables such as branch, gender, vocational age, weekly class load, service education status, satisfaction of their profession, the socio-economic level of the school in which they work and satisfaction of the work environment of the school in which they work. In this research, which is in the relational scan model developed by Riggs and Enochs (1990) and the validity and reliability study conducted by Prepared-Not (2004) in the Science Teaching with the Self-Compliance Faith Scale and the Personal Information Form consisting of 12 questions is applied to the science knowledge and class teachers who work in primary schools. The study was conducted by more than 132 teachers, including science knowledge (N=58) and class (N=74) teachers. 54.5 percent of the teachers involved in the study were women and 45.5 percent were men. The data obtained from the study was evaluated in the SPSS 11.5 package program, percentage and frequency drawings were taken and one-way variance analysis, t and Scheffe tests were applied. According to the research findings, the perception of the science self-sufficiency of teachers does not differ according to gender, age, class burden, service education and the state of satisfaction with the working environment, while varies according to the state of satisfaction with the branches and their profession. It is also found that there are negative and low-level relationships between the weekly course burden and the science self-confidence (r= -.178) and the outcome expectancy in science teaching (r=-.177). In this context, as the teachers' teaching burden increases, it can be said that science self-sufficiency beliefs decline.

Anahtar Kelimeler: