A teacher can be charactarised as someone who effectively enhances student learning and demonstrates the high level of knowledge, skills, abilities and be model both for students and for all. We can write a long list of being an ideal teacher. However one of the important thing is how teachers think an ideal teacher should be.

Teacher self-efficicacy plays an important role of being an ideal teacher.  ‘An efficacy expectation is the conviction that one can successfully execute the behavior required to produce the outcomes’ (Bandura, 1977, 193). The research literature shows a growing interest in teacher self-efficacy (e.g., Soodak & Podell, 1996; Wheatley, 2005). However, a problem with research on teacher self-efficacy is that there is no common agreement about how the construct should be conceptualized and how it should be measured. Skaalvik & Skaalvik (2007) and Tschannen-Moran & Woolfolk Hoy (2001) conceptualized and measured teacher self-efficacy differently (as cited in Skaalvik & Skaalvik, 2010).

The purpose of the study is to describe the characteristics of an ideal science teacher from the point of Turkish primary science teachers.

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