The aim of this study is to examine the special education teachers’ science teaching self-efficacy beliefs and their attitudes towards science teaching in terms of their gender, teaching experience, graduation department, the institution they work in and whether they had any in-service training science course or not. For this purpose, a comparative type of relational survey design was used in the descriptive survey model, one of the quantitative research methods. The study was conducted with 191 special education teachers working in schools affiliated to the Ministry of National Education in 2018-2019 academic year. The Science Teaching Self-efficacy Belief Scale, Science Attitude Scale and Personal Information Form were used as measuring tools. The data was analyzed via both descriptive statistics and One Way MANOVA techniques. The results indicated that the collective variables of special education teachers’ science teaching self-efficacy beliefs and their attitudes towards science teaching did not show any statistically significant differences in terms of their gender, teaching experience, graduation department, institution and in-service training science course.

Science education, attitude, self-efficacy, special education