A qualitative study of factors influencing science teaching self-efficacy of elementary level teachers

Abstract

Science teaching self-efficacy may be one area of importance which has been over-looked in implementing change to improve science teaching in elementary schools. This qualitative study was designed to examine factors which influence personal science teaching efficacy and science teaching outcome expectancy in elementary teachers. Based on Bandura's psychological construct of self-efficacy, science teaching self-efficacy has been related to teachers' belief in their ability to teach science, called personal science teaching efficacy (PSTE), and their belief in students' ability to learn, called science teaching outcome expectancy (STOE). Data were collected from 23 elementary teachers involved in a project to enhance science, mathematics, and technology education. Initially, data on variables identified as related to science teaching self-efficacy were collected and triangulated from several self-reporting instruments, including the Science Teaching Efficacy Beliefs Instrument, In-service version (STEBI-A) Teachers' scores on personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE), two subscales of the STEBI-A, along with other data were used to develop in depth interview questions. Ten of the teachers, with varying PSTE and STOE levels (high, moderate, and low), were purposefully selected for interviews regarding their teacher preparation, professional development, and science-related antecedent experiences. The qualitative data analysis methods of constant-comparison and clustering were used to identify patterns and themes within the interview data. Qualitative analysis of triangulated data provided insights as to development of PSTE and STOE. Results of the interview analysis revealed more definitive findings for the dimension of personal science teaching efficacy than for science teaching outcome expectancy. Theme in the data indicated that antecedent experiences influenced interest in science teaching. Preservice and in-service experiences such as success in high quality science courses and workshops, access to a lesser degree STOE. Findings on experiences which influenced STOE were limited. Implications for early science experiences, teacher preparation and teacher professional development are presented. Recommendations for further research are made for PSTE and STOE. © 1996 John Wiley & Sons, Inc.