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Science teaching self-efficacy in a primary school: A case study

deLaat, Jenny & Watters, James J. (1995) Science teaching self-efficacy in a primary school: A case study. Research in Science Education, 25(4), pp. 453-464.

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Abstract

Bandura’s theory of self-efficacy predicts that teachers with high self-efficacy should persist longer, provide a greater academic focus in child-centred classrooms and exhibit different types of feedback than teachers who have lower self-efficacy. This paper reports on the science teaching self-efficacy in a group of teachers at a state primary school. The research was conducted in two stages using firstly the Science Teaching Efficacy Beliefs Instrument (STEBI-A) to identify cases, and secondly, a semistructured interview coupled with classroom observations. Thirty seven teaching staff were surveyed with the STEBI-A instrument. The five highest and five lowest scoring teachers on the personal science teaching self-efficacy subscale of the STEBI-A were interviewed. The analysis of interviews and observations indicated that teachers with high personal science teaching self-efficacy have had a long interest in science and a relatively strong background of formal science stuthes with opportunities for exploring out of school activities. Although they may have experienced negative science experiences in their own schooling other ameliorating factors existed which maintained their interest. Their instructional strategies in science lessons were more child-centred than those reported by teachers with lower personal science teaching self-efficacy. The implications of the results for the inservice training of teachers are discussed.

Impact and interest:

21 citations in Scopus
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ID Code: 1684
Item Type: Journal Article
Keywords: science teaching self, efficacy, primary school, elementary school, STEBI, classroom observations
DOI: 10.1007/BF02357387
ISSN: 1573-1898
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 1995 Springer
Copyright Statement: The original publication is available at SpringerLink
Deposited On: 30 Jun 2005
Last Modified: 15 Jan 2009 16:41

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