The Analyze of Teachers’ Responsibility Beliefs for Student Academic Successes and Failures (The Sample of Turkish Biology Teachers)

Article History: Received 06.04.2013 Received in revised form 16.05.2013 Accepted 28.05.2013 Available online 05.08.2013 This study was prepared to analyze biology teachers’ responsibility beliefs for student academic successes and failures in terms of different variables. The data were collected with Teachers’ Responsibility for Student Achievement Scale, Teachers’ Sense of Self-efficacy Scale, The Scale of Attitudes toward Teaching Profession and open-ended interview questionnaire. For the data analysis, descriptive statistics, one-way variance analysis (ANOVA), independent groups t-test and Pearson Correlation Coefficient were used. On the other hand, the data collected through openended interviews were subject to content analysis. While teachers’ responsibility beliefs is not significant in terms gender, teachers’ sense of self-efficacy and teachers’ attitudes toward teaching profession, there is significant results in terms of length of service and student numbers in their classrooms. There are average, positive and significant relations between teachers’ responsibility beliefs for student success and years experience, size of classrooms, perception of self-efficacy in teaching profession and attitudes toward teaching profession. © 2013 IOJES. All rights reserved