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RESEARCH PAPER
Science Teachers’ Perceptions of Personal Science Efficacy Beliefs and Science Teaching in Saudi Arabia, Pakistan, and the United Arab Emirates
1
Associate Professor, Department of Education, University of Education, Lahore, PAKISTAN
2
Department of Education, College of Arts and Sciences, Abu Dhabi University, Abu Dhabi, UNITED ARAB EMIRATES
3
School of Molecular and Life Sciences, Curtin University, AUSTRALIA
4
Professor, College of Education, Curriculum and Pedagogy, Imam Abdulrahman Bin Faisal University, SAUDI ARABIA
Publication date: 2020-05-20
EURASIA J. Math., Sci Tech. Ed 2020;16(8):em1866
KEYWORDS
in-service teachersoutcome expectancy efficacypersonal science efficacyself-efficacytrans-national study
ABSTRACT
This study sought to explore the science efficacy beliefs of in-service teachers from the Kingdom
of Saudi Arabia (KSA) (n = 226), Pakistan (n = 130), and the United Arab Emirates (UAE) (n = 99)
by administering the Science Teaching Efficacy Belief Instrument (STEBI-B) in a cross-sectional
survey research design. A comparison of the three datasets indicated differences in terms of
teachers’ personal science teaching efficacy (PSTE) and science teaching outcome expectancy
efficacy (STOE). Teachers’ academic qualifications and experience showed relevance with the PSTE
and STOE of the KSA sample but did not show relevance for UAE and Pakistan. These results have
implications for teacher education programs in all three countries, which need to strengthen their
teaching content and make science teachers more efficacious in order to bring about positive
changes in students’ science learning. Other recommendations include: providing culturally
tailored teacher education that respects the role of cultural adaptation, nationality, gender,
academic qualifications, and years of teaching experience; and introducing effective professional
development models to strengthen science teachers’ efficacy beliefs.
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