Investigation of science teachers’ self-efficacy for online measurement and evaluation

Abstract

The spread of the COVID-19 pandemic across the world has caused countries to differentiate in their education systems. In order to minimize the effects of the epidemic and prevent its spread, online education has become widespread around the world. In this research, it was aimed to examine the self-efficacy of science teachers for online measurement and evaluation according to different variables. The research in which the survey model, which is one of the quantitative research methods, was used, was carried out with 149 science teachers. The data of the research were created by using the self-efficacy scale for online measurement and evaluation. It has been determined that there is a significant difference between the variables of education level, type of school and technological competencies of science teachers’ self-efficacy for online assessment and evaluation. Despite that, it was determined that there was no significant difference in the self-efficacy scores of science teachers for online measurement and evaluation according to gender, in-service training, and professional experience.

Examining the relationships among anxiety associated with teaching science, interest in science, and self-efficacy

“…Selfefficacy, a term introduced by psychologist Bandura (1997), pertains to an individual's belief in their capacity to complete specific tasks and attain specific objectives successfully. Teachers with robust self-efficacy beliefs are more likely to utilize effective teaching strategies (Ramli & Yusoff, 2020;Karakaya et al, 2023). They demonstrate confidence in planning and delivering engaging lessons, teaching complex academic concepts, and utilizing various instructional strategies (Asilevi et al, 2024).…”

“…Studies have demonstrated that a teacher who possesses a strong belief in their capacity to make science captivating and applicable is more inclined to stimulate curiosity and foster active engagement from students (Simsar & Davidson, 2020). Science teachers with a strong sense of self-efficacy perceive obstacles as opportunities to be conquered rather than impossible (Karakaya et al, 2023). Teachers' beliefs can influence other background factors, including classroom practices, classroom management, and student engagement (Karakaya et al, 2023;Kazempour & Sadler, 2015).…”

“…Science teachers with a strong sense of self-efficacy perceive obstacles as opportunities to be conquered rather than impossible (Karakaya et al, 2023). Teachers' beliefs can influence other background factors, including classroom practices, classroom management, and student engagement (Karakaya et al, 2023;Kazempour & Sadler, 2015).…”