scholarly journals A Psychometric Re-Examination of the Science Teaching Efficacy and Beliefs Instrument (STEBI) in a Canadian Context

2019 ◽  
Vol 9 (1) ◽  
pp. 17 ◽  
Author(s):  
Neda Moslemi ◽  
Amin Mousavi
Keyword(s):  
Science Teaching ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Teaching Efficacy ◽  
Future Directions ◽  
Assessment Program ◽  
Canadian Context ◽  
Teaching Learning ◽  
Science Teaching Efficacy ◽  
Orthogonal And Oblique Rotations

A teacher’s self-efficacy has been found to be one of the most important factors contributing to a successful teaching–learning outcome for both the teacher and the students. Numerous studies have shown that there is a relationship between students’ self-efficacy, students’ academic achievement, teacher burnout and a teacher’s sense of self-efficacy. In this study, the psychometric properties of the Science Teaching Efficacy and Beliefs Instrument (STEBI) by Riggs and Enochs (1990) were re-examined in a Canadian context utilizing data of 1630 teachers from the Pan-Canadian Assessment Program (PCAP) in 2013. Exploratory factor analysis (EFA) and its associated methods were used to investigate the factorial structure of the STEBI, and Cronbach’s alpha was calculated as a measure of reliability. The results showed adequacy of a two-factor solution and similar overall patterns of factor loadings across orthogonal and oblique rotations. In terms of reliability analysis, both factors had reliability coefficients lower than the original scale. The implications of these findings and the future directions for research are discussed.

scholarly journals ATTITUDES OF PRE-SERVICE SCIENCE TEACHERS TOWARDS EDUCATIONAL RESEARCH AND THEIR SCIENCE TEACHING EFFICACY BELIEFS IN TURKEY

2015 ◽  
Vol 14 (2) ◽  
pp. 183-193
Author(s):  
Nail Ilhan ◽  
Zeynel Abidin Yilmaz ◽  
Hülya Dede
Keyword(s):  
Science Teaching ◽  
Educational Research ◽  
Science Teachers ◽  
Self Efficacy ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Attitude Scale ◽  
Service Science ◽  
Efficacy Belief ◽  
Science Teaching Efficacy

One of the most necessary teaching competencies for science teachers concerns their self-efficacy belief. It is also necessary for teachers to benefit from educational research in order to develop their science teaching efficacy beliefs. However, studies are restricted. This study aims to analyze the attitudes of pre-service science teachers towards educational research and their science teaching efficacy beliefs, and the relationship between the two variables according to some demographical (academic achievement, gender, and the type of high school they attended). The study was conducted according to the survey research design. Sample of the study includes 517 pre-service science teachers (final year students) at five different universities in Turkey. ‘Teachers Attitude Scale towards Educational Research [TASTER]’ and ‘Science Teaching Efficacy Belief Instrument [STEBI]’ were used as data collection tools. The data were analyzed using Statistical Package for Social Sciences (SPSS) version 18.0. Analysis of the data has revealed that there is a relationship between the attitudes of the pre-service science teachers towards educational research and their science teaching efficacy belief. Key words: attitude, educational research, self-efficacy, pre-service science teacher.

scholarly journals Investigating pre-service teachers' self efficacy beliefs in STEM fields

2019 ◽  
Author(s):  
◽  
Hanan Shehab
Keyword(s):  
Science Teaching ◽  
Self Efficacy ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Outcome Expectancy ◽  
Stem Fields ◽  
Teachers Perceptions ◽  
Math And Science ◽  
Math Teaching ◽  
Science Teaching Efficacy

The subject of self-efficacy beliefs has been studied for over four decades now. The purpose of this study was to explore pre-service self-efficacy beliefs in Math and Science (STEM fields) in the context of Pedagogical Content Knowledge (PCK) courses at a private university in Lebanon. A sequential explanatory mixed methods design was adopted and a purposive sample of 22 pre-service teachers was selected for the study. Two quantitative instruments, the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) and the Science Teaching Efficacy Beliefs Instrument (STEBI-B) were administered, pre-and post, to determine the levels of the pre-service teachers’ self-efficacy beliefs. For the qualitative data, participants wrote reflections on the PCK methods course 3 times during the semester and were interviewed at the beginning and at the end of the semester about the changes in their efficacy beliefs, namely in the Personal Math Teaching Efficacy Beliefs (PMTE), Personal Science Teaching Efficacy Beliefs (PSTE), Personal Science Outcome Expectancy (STOE), and Math Teaching Outcome Expectancy (MTOE). Findings indicate somewhat significant changes in PMTE, MTOE, and STOE as a result of teaching experiences during PCK courses, whereas the changes in PSTE were less influenced than in the other subfields. Moreover, STOE has improved for all branches, whereas PMTE, PSTE, MTOE’s change varied between the branches. These changes were represented by a shift in teachers’ perceptions concerning their abilities to teach math and science and the proficiency with which they can teach these subjects.

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