Self-regulation is one of important motivational construct which have influence on learning of students in classroom environment. Therefore, self-regulated learning should be taught by teachers (Zimmerman, 2002). However, teachers firstly should posses behaviors associated with self-regulation training to be effective in teaching self- regulation process. (Arsal, 2010). Likewise, teachers should have self-efficacy towards their teaching subjects to affect positively students’ motivation and performance (Schriver and Czerniak, 1999). In this regard, it is important for science teachers to be high self-efficacy as well as to have self-regulated learner behavior towards science. Self-regulated learners behavior and efficacy towards science can be given teachers in teacher education preparation program (Arsal, 2010; Aydın & Boz, 2010). Therefore, with this study, self-regulation and self-efficacy of preservice teachers towards teaching science will be examined.

Theoretical framework

            In the literature, there are two important models of self-regulation derived from Bandura’s (1997) social cognitive theory. Even though Zimmerman’s (2000) social cognitive model and Pintich’s (2000) general framework for self-regulated learning are not similar in constructs and conceptualization, they proposed common definition self-regulation as active, individual and constructive process which includes firstly setting goals, selection appropriate learning strategies, then monitoring, regulating and controlling cognition behavior and motivation in order to reach these goals (Pintrich, 2000; Zimmerman, 2000).

Based on social cognitive theory, Bandura (1997) defined self- efficacy construct as “the beliefs in one’s capability to organize and execute the courses of action required to produce given attainments” (p. 3). Therefore, self efficacy has impact on individual behavior and motivation. By entering efficacy construct in education fields, Tschannen-Moran, Woolfolk Hoy, and Hoy (1998) defined teacher efficacy as “the teacher’s belief in his or her capability to organize and execute courses of action required to successfully accomplish a specific task in a particular context” (p. 233).  Similarly, teacher efficacy is related to behavior and effectiveness of teachers in classroom as well as students’ achievement and motivation (Cakiroglu, 2008; Midgley, Feldlaufer, & Eccles, 1989).

There are some studies concerning self-efficacy and self-regulation of preservice teacher with respect some demographic variable. However, in the literature, these studies are done either self-efficacy or self-regulation. There is gap concerning examining these constructs together in terms of gender and grade levels. Considering this deficiency, results of the present study may make a contribution to self-efficacy and self-regulaiton fields and future studies.

The current study aims at examining the relationship among Turkish pre-service science teachers’ self-efficacy and self-regulation towards teaching science with respect to gender and grade level. More specifically, the present study addresses the following research questions:

1. Is there a significant difference between self-efficacy of pre-service teachers towards teaching science with respect to gender?
2. Is there a significant difference between self-efficacy of pre-service teachers towards teaching science with respect to grade levels?
3. Is there a significant difference between self-regulation of pre-service teachers towards teaching science with respect to gender?
4. Is there a significant difference between self-regulation of pre-service teachers towards teaching science with respect to grade level?

Arsal, Z. (2010). The effects of diaries on self-regulation strategies of preservice science teachers. International Journal of Environmental & Science Education, 5(1), 85-103. Aydin, S., & Boz, Y. (2010). Pre-Service Elementary Science Teachers’ Science Teaching Efficacy Beliefs and Their Sources. Elementary Education Online, 9(2), 694-704. Bandura, A. (1997). Self-efficacy: The exercise of control. New York; Freeman. Cakiroglu, E. (2008). The teaching beliefs of pre-service teachers in the USA and Turkey. Journal of Education for Teaching, 34(1), 33-44. Enochs, L., & Riggs, I. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74(6), 625-638. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M.Boekaerts, P. R. Pintrich & M. Zeidner (Eds), Handbook of Self- Regulation (pp. 452-502). San Diego, CA: Academic Press. Schriver, M. & Czerniak, C. M. (1999). A comparison of middle and junior high science teachers levels of efficacy and knowledge of developmentally appropriate curriculum and instruction. Journal of Science Teacher Education, 10(1), 21-42. Tekkaya, C., Çakıroglu, J., & Özkan, Ö. (2002, April). Turkish preservice science teachers’ understanding of science, self efficacy beliefs and attitudes toward science teaching. Paper presented at National Association for Research in Science Teaching, New Orleans, USA. Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. Turan, S. (2009). Probleme Dayalı Öğrenmeye İlişkin Tutumlar, Öğrenme Becerileri ve Başarı Arasındaki İlişkiler, (Unpublished doctoral dissertation). Hacettepe University, Turkey. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.