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

Full Text:

PDF

References


[1] Kagan, D.M., 1992. Implication of research on teacher belief. Educational Psychologist. 27(1), 65-90. DOI: https://doi.org/10.1207/s15326985ep2701_6

[2] Gibson, S., Dembo, M.H., 1984. Teacher efficacy: A construct validation. Journal of Educational Psychology. 76(4), 569-582. DOI: https://doi.org/10.1037/0022-0663.76.4.569

[3] Riggs, I.M., Enochs, L.G., 1990. Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education. 74(6), 625-637. DOI: https://doi.org/10.1002/sce.3730740605

[4] Bandura, A., 1997. Self-efficacy: The exercise of control. Macmillan: New York.

[5] Bandura, A., 2007. Much ado over a faulty conception of perceived self-efficacy grounded in faulty experimentation. Journal of Social and Clinical Psychology. 26(6), 641-658. DOI: https://doi.org/10.1521/jscp.2007.26.6.641

[6] Naidoo, K., Naidoo, L.J., 2021. Designing teaching and reflection experiences to develop candidates’ science teaching self-efficacy. Research in Science & Technological Education. DOI: https://doi.org/10.1080/02635143.2021.1895098

[7] Swars, S.L., 2005. Examining perceptions of mathematics teaching effectiveness among elementary preservice teachers with differing levels of mathematics teacher efficacy. Journal of Instructional Psychology. 32(2), 139-147.

[8] Tella, A., 2008. Teacher variables as predictors of academic achievement of primary school pupils mathematics. International Electronic Journal of Elementary Education. 1(1), 16-33.

[9] Tschannen-Moran, M., Hoy, A.W., Hoy, W.K., 1998. Teacher efficacy: Its meaning and measure. Review of Educational Research. 68(2), 202-248. DOI: https://doi.org/10.3102/00346543068002202

[10] Haatainen, O., Turkka, J., Aksela, M., 2021. Science teachers’ perceptions and self-efficacy beliefs related to integrated science education. Education Sciences. 11, 272. DOI: https://doi.org/10.3390/ educsci11060272

[11] Boz, Y., Cetin-Dindar, A., 2021. Teaching concerns, self-efficacy beliefs and constructivist learning environment of pre-service science teachers: a modelling study. European Journal of Teacher Education. DOI: https://doi.org/10.1080/02619768.2021.1919079

[12] Gale, J., Alemdar, M., Cappelli, C., et al., 2021. A mixed methods study of self-efficacy, the sources of self-efficacy, and teaching experience. Frontiers in Education. 6, 750599. DOI: https://doi.org/10.3389/feduc.2021.750599

[13] Yesilyurt, E., Deniz, H., Kaya, E., 2021. Exploring sources of engineering teaching self-efficacy for pre-service elementary teachers. International Journal of STEM Education. 8, 42. DOI: https://doi.org/10.1186/s40594-021-00299-8

[14] Caprara, G.V., Barbaranelli, C., Steca, P., et al., 2006. Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology. 44(6), 473-490. DOI: https://doi.org/10.1016/j.jsp.2006.09.001

[15] Klassen, R.M., Tze, V.M.C., Betts, S.M., et al., 2011. Teacher efficacy research 1998-2009: Signs of progress or unfulfilled promise? Educational Psychology Review. 23(1), 21-43. DOI: https://doi.org/10.1007/s10648-010-9141-8

[16] Austin, J., 2013. The role of contextual factors in understanding mathematics teacher efficacy beliefs. Journal of Mathematical Sciences & Mathematics Education. 8(2), 46-60. DOI: https://doi.org/10.13016/M22H6Q

[17] Linnenbrink, E.A., Pintrich, P.R., 2003. The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly: Overcoming Learning Difficulties. 19(2), 119-137. DOI: https://doi.org/10.1080/10573560308223

[18] Ahmadi, S., 2020. Academic self-esteem, academic self-efficacy and academic achievement: A path analysis. Journal of Forensic Psychology. 5(1), 155. DOI: https://doi.org/10.35248/2475-319X.20.5.155

[19] Bandura, A., Locke, E.A., 2003. Negative self-efficacy and goal effects revisited. Journal of Applied Psychology. 88(1), 87-99. DOI: https://doi.org/10.1037/0021-9010.88.1.87

[20] Martin, D.P., Rimm-Kaufman, S.E., 2015. Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math? Journal of School Psychology. 53(5), 359-373. DOI: https://doi.org/10.1016/j.jsp.2015.07.001

[21] Pumptow, M., Brahm, T., 2020. Students’ digital media self-efficacy and its importance for higher education institutions: development and validation of a survey instrument. Technology, Knowledge and Learning. 26, 555-575. DOI: https://doi.org/10.1007/s10758-020-09463-5

[22] Evers, W.J.G., Brouwers, A., Tomic, W., 2002. Burnout and self-efficacy: A study on teachers’ beliefs when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology. 72, 227-243. DOI: https://doi.org/10.1348/000709902158865

[23] Duran, E., Ballone-Duran, L., Haney, J., et al., 2009. The impact of a professional development program integrating informal science education on early childhood teachers’ self-efficacy and beliefs about inquiry-based science teaching. Journal of Elementary Science Education. 21, 53-70. DOI: https://doi.org/10.1007/BF03182357

[24] Enochs, L.G., Riggs, I.M., 1990. Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics. 90(8), 694-706. DOI: https://doi.org/10.1111/j.1949-8594.1990.tb12048.x

[25] Slater, E.V., Norris, C.M., Morris, J.E., 2021. The validity of the science teacher efficacy belief instrument (STEBI-B) for postgraduate, pre-service, primary teachers. Heliyon. 7(9), e07882. DOI: https://doi.org/10.1016/j.heliyon.2021.e07882

[26] Cronbach, L.J., 1951. Coefficient alpha and the internal structure of tests. Psychometrika. 16, 297-334. DOI: https://doi.org/10.1007/BF02310555

[27] Nunnally, J.C., 1978. Psychometric theory. McGraw-Hill: New York.

[28] Moss, S., Prosser, H., Costello, H., et al., 1998. Reliability and validity of the PAS–ADD Checklist for detecting psychiatric disorders in adults with intellectual disability. Journal of Intellectual Disability Research. 42, 173-183. DOI: https://doi.org/10.1046/j.1365-2788.1998.00116.x

[29] DeVellis, R.F., 1991. Scale Development: Theory and Applications. Sage: England.

[30] Kind, V., 2009. A conflict in your head: An exploration of trainee science teachers’ subject matter knowledge development and its impact on teacher self-confidencev. International Journal of Science Education. 31(11), 1529-1562. DOI: https://doi.org/10.1080/09500690802226062

[31] Markic, S., Valanides, N., Eilks, I., 2006. Freshman science student teachers’ beliefs on science teaching and learning - a mixed methods study. I. Eilks, and B. Ralle (Eds.), Towards research-based science teacher education. Shaker Verlag: Herzogenrath. pp. 29-40.

[32] Morrell, P.D., Carroll, J.B., 2003. An extended examination of preservice elementary teachers’ science teaching self‐efficacy. School Science and Mathematics. 103(5), 246-251. DOI: https://doi.org/10.1111/j.1949-8594.2003.tb18205.x

[33] Hill, H.C., Rowan, B., Ball, D.L., 2005. Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal. 42(2), 371-406. DOI: https://doi.org/10.3102/00028312042002371

[34] Stipek, D., 2012. Effects of student characteristics and perceived administrative and parental support on teacher self-efficacy. The Elementary School Journal. 112(4), 590-606. DOI: https://doi.org/10.1086/664489

[35] Knoblauch, D., Hoy, A.W., 2008. Maybe I can teach those kids. The influence of contextual factors on student teachers’ efficacy beliefs. Teaching and Teacher Education. 24(1), 166-179. DOI: https://doi.org/10.1016/j.tate.2007.05.005

[36] Raudenbush, S.W., Rowan, B., Cheong, Y.F., 1992. Contextual effects on the self-perceived efficacy of high school teachers. Sociology of Education. 65(2), 150-167. DOI: https://doi.org/10.2307/2112680


Refbacks

  • There are currently no refbacks.
Copyright © Haitham Alkhateeb, Ayal Alkhateeb


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.