Abstract
The Science Teaching Efficacy Belief Inventory developed by Riggs and Enoch was administered to 88 men and 112 women, elementary science teachers in the Eastern Cape, South Africa. Significant mean sex differences (t=4.55, p<.01) were observed on the Personal subscale but not on the General subscale. This result has major implications for education planners and administrators employing female teachers whose cultural and educational experiences may not have prepared them as well as their male peers for teaching science. It is concluded that female teachers need support to change their beliefs about self-efficacy regarding teaching science. The discussion also suggests possible directions for research.
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