Science and Mathematics Teaching Efficacy Beliefs of Pre-school Teachers

Abstract

The aim of this research was to examine science and mathematics teaching efficacy beliefs of preschool teachers in terms of some variables. The sample of the study was comprised of 191 preschool teachers working in a city in Aegean Region of Turkey. Since it attempted to define self-efficacy beliefs of preschool teachers toward science and mathematics teaching, the relational screening model was used. Developed by Riggs and Enochs [1] and adapted by Özkan, Tekkaya and Çakıroğlu [2], "The Scale of Self-Efficacy in Science Teaching" and adapted for mathematics teaching by Dede [3], "The Scale of Self-Efficacy in Mathematics Teaching" was used to collect data in the study. The results indicated that the self-efficacy beliefs of the teachers toward mathematics and science teaching differed regarding their graduation program and the time period that was allocated for science and mathematics activities.