Yılmaz, Miraç BetülGüneş, PerihanKatırcıo?lu, Hikmet Türk13.07.20192019-07-1613.07.20192019-07-1620161304-6020https://dx.doi.org/10.12973/tused.10156ahttps://hdl.handle.net/20.500.12451/2412The objective of this study is to determine the teacher and academic self-efficacy of pre-service biology and science teachers and to examine of the teacher self-efficacy of pre-service biology and science teachers in terms of different variables (academic self-efficacy, grade level and academic achievement) The study sample consists of 134 pre-service teachers. in the study, we used the Teacher Self-Efficacy Scale (?=.91) and the Academic Self-Efficacy Scale (?=.87). We used descriptive analyses and regression analysis in the examination of the data. As a result of the descriptive analyses, it was determined that pre-service teachers had high levels of teacher self-efficacy (X = 166,02), academic selfefficacy (X = 21,58), and academic achievement (X = 3,41). The study results suggest that pre-service teachers have high levels of teacher self-efficacy and levels of academic self-efficacy. Besides, it was observed that the academic self-efficacy made a significant contribution to the prediction of the belief of teacher self-efficacy and the entire model explained 26% of the variance. Since the results point out the academic self-efficacy as the variable predicting the teacher self-efficacy, it makes us think about the necessity for supporting and developing the pre-service teachers to accomplish an academic task during their education.eninfo:eu-repo/semantics/openAccessAcademic Self-EfficacyPre-Service Biology TeacherPre-Service Science TeacherSelf-Efficacy BeliefTeacher Self-EfficacyArticle131455410.12973/tused.10156aQ2