earticle

영어

The purpose of this study is to investigate the self-efficacy of secondary school science teachers. The instrument to survey the self-efficacy of them consists of 4 domains containing 16 items that are fivepoint Likert scale. The domains are teaching and learning, teaching content, understanding learners’ properties and science curricula. Subjects are 147 in-service science teachers. They have the highest selfefficacy level in ‘science curricula’ domain, whereas they have the lowest level in ‘understanding learners’ properties’ domain. There is not different between interest levels of females and males in all domains (p > .05). There are significantly correlations between domains. Especially, the ‘teaching content’ domain correlates strongly with the domain of ‘science curricula’(r = .556, p < .01). The results suggest that approaching to improve self-efficacy should be needed in the education for science teachers.