This research aimed to explore self-efficacy beliefs in science teaching of class
teachers, and to investigate whether these beliefs are different among participants
according to general secondary school branch and years of teaching experience. The
sample consisted of(70)subjects. Science Teaching Efficacy Belief Instrument was used.
The results were: The class teachers had positive self-efficacy beliefs in science
teaching on the overall scale. There was significant difference between the mean scores of
class teachers on the overall scale according to (general secondary school branch , years of
teaching experience) in favor of the teachers who studied the scientific branch, and who
had (7and less than 11) years of teaching experience, and there was an effective impact of
the two variables interaction on self-efficacy beliefs.
The research recommended that carrying further researches about the effects of
another variables on Self-Efficacy beliefs in science teaching.
