Abstract
This study examined the relationships between pre-service science teachers’ teaching self-efficacy, locus of control, attitude towards science teaching and teaching anxiety. A conceptual model of these relationships was examined using data collected from 356 pre-service elementary science teachers. Data were analysed using descriptive statistics, zero-order correlations and path analysis. Results showed that attitude towards science teaching was linked positively and teaching anxiety negatively to pre-service science teachers’ science teaching self-efficacy. Additionally, pre-service science teachers’ locus of control was found to be related positively to attitude towards science teaching and related negatively to science teaching anxiety. Finally, pre-service science teachers’ attitude towards science teaching had a negative effect on science teaching anxiety. These results point to the importance of positive role modelling and increased teaching practice in pre-service science teacher education to emphasise the effect of teachers’ attitudes and efforts on student performance.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
