Science in Elementary Education: Teacher Self-Efficacy, Preparation and Student Achievement

Autor/in	Loach, Karin A.
Titel	Science in Elementary Education: Teacher Self-Efficacy, Preparation and Student Achievement
Quelle	In: Journal of Research in Education, 30 (2021) 1, S.1-28 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1083-6470
Schlagwörter	Self Efficacy; Science Achievement; Science Education; Elementary School Teachers; Teacher Effectiveness; Teacher Attitudes; Barriers; Correlation; Teaching Experience; Team Teaching; Professional Development; State Standards; Rural Schools; Massachusetts + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Naturwissenschaftliche Bildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Korrelation; Teamteaching; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Master-Studiengang
Abstract	The purpose of this research was to assess individual elementary teachers' science teaching efficacy utilizing a mixed-methods, exploratory, concurrent case study design and to identify factors which contribute to the growth and development of teaching efficacy of teachers at Apex Elementary School (a pseudonym). The overarching question guiding this research was: What are the factors that influence science teaching efficacy of in-service teachers at the elementary level? Further questions addressed by this study were: To what extent does the number of years of teaching influence science teaching efficacy? To what extent does membership in a grade-level teaching team influence science teaching efficacy? A sample of 18 teachers responded to a demographic and 25-item Science Teaching Efficacy Belief Instrument (STEBI) survey that examined elementary teachers' overall feelings of science teaching efficacy (STE). Broken down into its components, the STEBI-A measures personal science teaching efficacy (PSTE) and science teaching outcome expectancy (TOE). Further data was collected through semi-structured interviews and classroom observations of two participants. Qualitative data analysis revealed four themes related to teachers' science teaching efficacy; socioemotional status as inhibitors to self-efficacy, limitations to teachers' science professional practice, school facility or technology factors not under teacher control, and building or district administration factors. ANOVA analysis and descriptive statistics of quantitative data yielded evidence of significant differences suggesting that participating in a grade-level teaching team can have some influence on teachers' STE. However, the number of years teaching did not have a significant contribution to STE. Furthermore, analysis per survey components, showed no indication that years of teaching experience nor participation in a grade-level teaching team influence teachers' PSTE or TOE. (As Provided).
Anmerkungen	Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01