Abstract
The main purpose of this study is to determine Leyte Normal University’s pre-service secondary science teacher’s scientific literacy and science teaching self-efficacy. Further, the relationship between scientific literacy and science teaching self-efficacy is explored. Participants were 50 fourth-year students enrolled in the BSEd Biological Science program. The survey method was used in this study. The participants’ science teaching self-efficacy was determined by Science Teaching Efficacy Belief Instrument (STEBI-B) developed by Enochs and Riggs (1990), while scientific literacy was measured by Test of Basic Scientific Literacy (TBSL). The results showed that the pre-service teachers’ science teaching self-efficacy is at the medium level. Further, participants had satisfactory scientific literacy levels. The Pearson product–moment correlation revealed a moderately positive relationship between scientific literacy and science teaching self-efficacy.
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