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RESEARCH PAPER
Exploring the relationship between self-efficacy beliefs when teaching science and engineering
1
I. M. Sechenov First Moscow State Medical University, Moscow, RUSSIA
2
Financial University under the Government of the Russian Federation, Moscow, RUSSIA
3
Moscow Aviation Institute (National Research University), Moscow, RUSSIA
4
Peoples’ Friendship University of Russia (RUDN University), Moscow, RUSSIA
5
Kazan (Volga region) Federal University, Kazan, RUSSIA
Publication date: 2024-08-08
EURASIA J. Math., Sci Tech. Ed 2024;20(8):em2493
KEYWORDS
ABSTRACT
The belief that pre-service science teachers can effectively instruct science has been the subject
of substantial research. However, a lack of research exists to examine the relationship between
pre-service teachers’ self-efficacy beliefs and their capacity to teach science and engineering. To
fill this void in the literature, it is necessary to investigate the relationship between self-efficacy
beliefs in engineering and science education. To address this knowledge deficit, this research
investigated the relationship between pre-service science teachers’ self-efficacy beliefs in science
instruction and their engineering teaching self-efficacy beliefs. The data were obtained from 224
pre-service science teachers using a quantitative approach. The study results indicated that pre-service teachers’ self-efficacy beliefs in science teaching were higher than in engineering teaching.
The correlation analysis revealed a strong and significant correlation between self-efficacy beliefs
in science and engineering teaching. The regression analysis also showed a significant relationship
between self-efficacy beliefs in science and engineering. In addition, the results also revealed that
science-teaching self-efficacy beliefs explained 52% of the variation in participants’ engineering-teaching self-efficacy beliefs. Future research recommendations are derived from the results.
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