Preservice Teachers’ Self-Efficacy in the Teaching of Science at Basic Schools in Ghana

Isaac Sonful Coffie ,Nutifafa Godson Doe

doi:10.7176/jep/10-22-12

Abstract

Many researchers emphasize the need to look at teacher self-efficacy in preservice teacher preparation and training for the teaching profession. The purpose of this study was to explore science teachers’ efficacy beliefs of preservice teachers who are enrolled in general programme and those enrolled in science programme at a college of education in Ghana. Data for the study were collected from a total number of 227 preservice teachers using Science Teaching Efficacy Belief Instrument (STEB-B). Data were analysed using both descriptive and inferential statistics specifically mean and standard deviation and t-test. The results indicated that preservice teachers had high science teaching efficacy however, those who are enrolled in science programme were efficacious than their counterpart in the general programme. Also there was a statistically significant difference in gender on the preservice teachers' science teaching efficacy beliefs. Keywords: Self-efficacy, preservice teacher, science teaching, science programme, general programme. DOI : 10.7176/JEP/10-22-12 Publication date : August 31 st 2019

Highlights

Science education is regarded as an important tool for the development of any country
53 representing 23% of the sample were preservice teachers who are enrolled in science programme while the remaining 174 constituting 77% of the sample for the study are enrolled in general programme
The purpose of the study was to explore the science teaching efficacy belief of preservice by comparing the science self-efficacy of the preservice teachers who are enrolled in Science programme and those enrolled in General programme

Summary

Introduction

Science education is regarded as an important tool for the development of any country. This is because science serves as the basis of technology. Science education in primary schools aims at showing the way children can understand and investigate their surroundings and the universe (Government of Ireland, 1999). It is not surprising that the Ghana Education Service (GES) and the Ministry of Education maintains that science should be a compulsory core subject for all pre-tertiary students. There are generally two main goals of science education in Ghana. The second goal is to produce competent professionals in the various scientific disciplines who can carry out research and development at the highest level (Curriculum Research and Development Division, CRDD, 2007)

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