Abstract
The study examined the relationship between perceived self-efficacy of pre-service basic science teachers and teaching practice performance in colleges of education in Delta State, Nigeria. One hundred and twelve (112) pre-service basic science teachers were selected from two colleges of education in Delta State. Forty-six (46) from College of Education l (COEI) while sixty-six (66) from College of Education II (COEII). The study tested three hypotheses derived from the three research questions. The independent variable was perceived self-efficacy of the pre-service basic science teachers, the dependant variable was teaching practice while the moderating variables were two colleges of education of the pre-service science teachers. The instruments used were “Teaching Practice Assessment Score Instrument (TPASI)” and the “Pre-Service Science Teachers Perceived Self Efficacy (PSTPSE)” with thirty (30) questions. Person correlation was used to test the hypotheses. The results showed that the three null hypotheses were accepted. The hypothesis one is accepted because there was no significant relationship found to exist between the pre-service basic science teachers perceived self-efficacy and their teaching practice assessment scores. Also, no significant difference was found between COEI and COEII pre-service basic science teachers‟ perceived self-efficacy scores and their performance in teaching practice. Finally, for all the pre-service basic science teachers irrespective of their subject combination, there was no relationship between their perceived self-efficacy and the teaching practice assessment. Consequently, it was recommended that there should be a reform in pre-service teacher education programmes in all our teachers training institutions; it can help to develop and improve teacher education programmes and pre-service teaching practice; this reform should aim at strengthening both content and pedagogical knowledge of pre-service teachers.
Highlights
Teacher education plays an important role in preparing pre-service teachers to teach science because teachers are the key and crucial factor in achieving success of any educational system in a nation Hecter, (2011)
The instruments used for this study are grouped into two (2) as shown as followa: 1. Bandura‟s instrument of Teacher Self-Efficacy Scale (BITSES): The research instrument for the study is the questionnaire for pre-service teachers perceived self-efficacy which has two divisions, The first division is structured to give background information about each pre-service basic science teachers used for the study while the second division contain the questions that are meant to determine the students perceived self-efficacy
2.Teaching Practice Assessment Score Form (TPASF): The research instrument used for the Study is the teaching practice assessment form which has four (4) divisions. the first division is structured to elicit individual preservice basic science teachers data. and, the second division is classified into six sub-divisions specific score for each of them, the third division is the rounding scores of the pre-service basic science teachers while the fourth division is the remark of the supervisor, signature with date of supervision
Summary
Teacher education plays an important role in preparing pre-service teachers to teach science because teachers are the key and crucial factor in achieving success of any educational system in a nation Hecter, (2011). The teacher can significantly influence students‟ achievement in order for the students to be able to play their roles in the society to achieve the national set objectives. In order for these to happen, there should be development for appropriate teaching skills that will require the provision of adequate opportunities to “practice teaching”. Bandura said that perceived self-efficacy influence all aspect of behaviour that includes acquisition of new behaviour and inhibition of „existing behaviour.
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