Examining the Pre-service Teachers’ Components of Self-Efficacy Beliefs in Science Teaching (SEBST)

This study was designed as a qualitative–quantitative triangulation research, one of the mixed method designs in which data are collected concurrently, with purpose examining pre-service teachers’ components self-efficacy beliefs science teaching. The carried out participation 189 teachers. Data using “Personal Information Form”, “Self-Efficacy Scale for Science Teaching”, and an “Unstructured Questionnaire” consisting four open-ended questions. Since quantitative obtained from research fulfilled assumptions parametric test, descriptive statistics were analyzed independent samples t-Test one-way analysis variance (ANOVA). qualitative content analysis. Based on results data, it found that whereas mean scores Self Efficacy Teaching did not differ significantly terms gender, they differed level grade, whether selected department willfully career plan. evaluated under themes: Verbal persuasion, direct experiences, indirect experiences emotional state.