Faculty Publications

Investigating the Correlation Between Preservice Elementary Teachers' Self-Efficacy and Science Teaching Practices

Document Type

Article

Keywords

effective science teaching practices, elementary teachers, Self-efficacy, teacher education

Journal/Book/Conference Title

Journal of Science Teacher Education

Volume

32

Issue

4

First Page

469

Last Page

479

Abstract

A high self-efficacy in teaching is sometimes used as a kind of litmus test of science teaching practices. However, the connection between self-efficacy and teaching effectiveness is not well established. Therefore, this study sought to investigate the connections between self-efficacy and enacted science teaching of preservice elementary teachers. More specifically, we sought to answer the question: Is preservice elementary teachers’ science teaching self-efficacy correlated to their science teaching practices? To investigate this question, preservice elementary teachers (N = 48) were given the Science Teaching Self-Efficacy Belief Instrument (STEBI-B) and asked to submit a video of their science teaching which was analyzed using the Local Systemic Change Classroom Observation Protocol (LSC-COP). Because LSC-COP produces ordinal data, the relationship between the STEBI-B and LSC-COP was investigated using the Spearman Rho correlation coefficient. Analysis of these data indicate no significant correlation between self-efficacy and science teaching practices. This study highlights the potential risk of using self-efficacy as a litmus test for positive changes in instruction. Although self-efficacy may not be directly related to science teaching practices in the population of preservice elementary teachers, we discuss ways self-efficacy may indirectly impact teaching practice.

Department

Department of Biology

Original Publication Date

1-1-2021

DOI of published version

10.1080/1046560X.2020.1861767

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