Science Education International (Nov 2019)

Special Education Teachers’ Self-efficacy Beliefs Toward Science Course

  • Yesim Taktat Ates,
  • Huseyin Ates,
  • Neslihan Özbek ,
  • Özlem Afacan

DOI
https://doi.org/10.33828/sei.v30.i4.1
Journal volume & issue
Vol. 30, no. 4
pp. 241 – 250

Abstract

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The aim of this study is to determine the self-efficacy belief levels of special education teachers toward science. In the research, an explanatory mixed method in which quantitative and qualitative research methods are involved together used. In the research, the survey study and case study were used. In order to determine the level of self-efficacy beliefs of special education teachers about the science, 'Self-Efficacy Beliefs toward Science Scale' developed and adapted in 1990 by Riggs and Enochs was used. This scale was translated to Turkish by Bıkmaz (2004). A total of 427 pre-service pre-school teachers and pre-service primary school teachers in Kirşehir Ahi Evran University in Turkey were selected for the pilot study. The reliability coefficient of the study was .78. The main data of the study were collected through a survey by 115 special education teachers in Kirşehir in Turkey during the spring semester of 2017-2018 academic year. In addition, semi-structured interviews were conducted with four special education teachers selected from main study. When the results of the study are examined, it is seen that the teachers' level of self-efficacy beliefs towards the science course is at a neutral level. According to the results of qualitative data analysis, teachers stated that they feel sufficient theirselves when they are prepared for the course and that they affect the competence level of students' performances. In addition, special education teachers stated that they experienced no problems in certain subjects which are easy in science lessons while they experienced problems in difficult subjects. Special education teachers believe that if the teacher gives a lesson in accordance with students' level, he / she can benefit to student and if the teacher likes the science course, the success of the student will increase. When examined in terms of demographic variables, only a significant difference occurred in favor of the classroom teacher in terms of the department.

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