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RESEARCH PAPER
Investigating Preservice Elementary Teachers’ Subject-Specific Self-Efficacy in Teaching Science
1
Imam Abdulrahman Bin Faisal University, SAUDI ARABIA
Publication date: 2020-02-21
EURASIA J. Math., Sci Tech. Ed 2020;16(5):em1843
KEYWORDS
ABSTRACT
Self-efficacy plays a key role in determining teaching practices. Still, concerns regarding the low
science self-efficacy beliefs held by elementary teachers have raised questions about the
effectiveness of teacher preparation programs. Previous research has been restricted to labeling
preservice elementary teachers as having high, medium, or low science teaching self-efficacy. Few
extended efforts have been made to clearly distinguish preservice elementary teachers’ subject-specific lack of confidence in teaching science. The present study aimed to investigate preservice
elementary teachers’ subject-specific self-efficacy in teaching science using a mixed-method
research design. The participants included 55 preservice elementary teachers at a university in the
United States. Quantitative data were collected using the Beliefs About Teaching instrument, and
interviews were used to collect qualitative data. The results showed that the participants had the
highest self-efficacy level in biology, followed by earth science, chemistry, and physics. Four
themes emerged from the participants’ reasons for feeling more confident in teaching biology
concepts than physics: education experience, teacher experience, subject comprehension, and
subject relevance. This study highlights the essential role played by teacher preparation programs
in providing ample opportunities for preservice elementary teachers to develop a strong
understanding of the content and teaching methods of all science subjects.
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