Assessing the Impact of Online Science Education on Iranian Pre-Service Primary Teachers’ Attitudes and Self-Efficacy Beliefs

Abstract

ABSTRACT This study aimed to investigate Iranian pre-service primary teachers’ self-efficacy and attitudes toward teaching science during the COVID-19 pandemic. Data were collected through surveys with 360 pre-service primary teachers who completed their Science Education courses through virtual learning platforms. Results showed that the participants had positive attitudes, high science teaching outcome expectancy, and teaching science efficacy. The study also revealed no significant differences in self-efficacy and attitudes toward teaching science based on gender and year of entering the university. However, there was a statistically significant difference in self-efficacy and attitudes based on the type of high school field. Graduates in the Humanities field have a lower average attitude and self-efficacy toward teaching science than participants in the Science field. Additionally, a highly significant positive correlation was observed between pre-service teachers’ attitudes and their self-efficacy toward science teaching, suggesting that assessing their attitudes toward science teaching can be a robust predictor of their self-efficacy. These findings underscore the importance of nurturing positive attitudes among pre-service teachers to enhance their confidence and effectiveness in teaching science.