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Science Teaching Efficacy Beliefs of Palestinian Elementary Education Students

Haitham M. Alkhateeb (Yale Gordon College of Arts and Sciences, University of Baltimore, Baltimore, MD 21201, USA)
Ayal H. Alkhateeb (Department of Chemistry, Jess & Mildred Fisher College of Science & Mathematics, Towson University, Towson, MD 21252, USA)

Article ID: 4686

DOI: https://doi.org/10.30564/jpr.v4i2.4686

Abstract


To assess elementary education students’ self-efficacy beliefs in science teaching, the Science Teaching Efficacy Belief Instrument developed by Enochs and Riggs was used. The instrument consisted of two scales, Personal Science Teaching Efficacy Belief Scale and the Outcome Expectancy Scale. It was administered to 90 undergraduate university students majoring in elementary education at a large public Palestinian university. Results indicated that students’ self-efficacy beliefs in science teaching were comparable to those reported in the original study by Enochs and Riggs. Overall, the participants presented moderate to high self-efficacy in science teaching.

Keywords


Self-efficacy; Elementary education; Science teaching; Palestinian

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References


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