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Investigating the Correlation between Preservice Elementary Teachers' Self-Efficacy and Science Teaching Practices

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Title: Investigating the Correlation between Preservice Elementary Teachers' Self-Efficacy and Science Teaching Practices
Language: English
Authors: Kruse, Jerrid (ORCID 0000-0002-2282-8939), Henning, Joleen (ORCID 0000-0002-2395-3643), Wilcox, Jesse (ORCID 0000-0001-8285-7013), Carmen, Katherine, Patel, Neal, Seebach, Colin
Source: Journal of Science Teacher Education. 2021 32(4):469-479.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 11
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 6
Intermediate Grades
Descriptors: Correlation, Preservice Teachers, Science Instruction, Instructional Effectiveness, Middle School Students, Grade 6, Practicums, Self Efficacy, Methods Courses, Private Colleges
DOI: 10.1080/1046560X.2020.1861767
ISSN: 1046-560X
Abstract: A high self-efficacy in teaching is sometimes used as a kind of litmus test of science teaching practices. However, the connection between self-efficacy and teaching effectiveness is not well established. Therefore, this study sought to investigate the connections between self-efficacy and enacted science teaching of preservice elementary teachers. More specifically, we sought to answer the question: Is preservice elementary teachers' science teaching self-efficacy correlated to their science teaching practices? To investigate this question, preservice elementary teachers (N = 48) were given the Science Teaching Self-Efficacy Belief Instrument (STEBI-B) and asked to submit a video of their science teaching which was analyzed using the Local Systemic Change Classroom Observation Protocol (LSC-COP). Because LSC-COP produces ordinal data, the relationship between the STEBI-B and LSC-COP was investigated using the Spearman Rho correlation coefficient. Analysis of these data indicate no significant correlation between self-efficacy and science teaching practices. This study highlights the potential risk of using self-efficacy as a litmus test for positive changes in instruction. Although self-efficacy may not be directly related to science teaching practices in the population of preservice elementary teachers, we discuss ways self-efficacy may indirectly impact teaching practice.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1296349
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Investigating the Correlation between Preservice Elementary Teachers' Self-Efficacy and Science Teaching Practices
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  Data: <searchLink fieldCode="AR" term="%22Kruse%2C+Jerrid%22">Kruse, Jerrid</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2282-8939">0000-0002-2282-8939</externalLink>)<br /><searchLink fieldCode="AR" term="%22Henning%2C+Joleen%22">Henning, Joleen</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2395-3643">0000-0002-2395-3643</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wilcox%2C+Jesse%22">Wilcox, Jesse</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8285-7013">0000-0001-8285-7013</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carmen%2C+Katherine%22">Carmen, Katherine</searchLink><br /><searchLink fieldCode="AR" term="%22Patel%2C+Neal%22">Patel, Neal</searchLink><br /><searchLink fieldCode="AR" term="%22Seebach%2C+Colin%22">Seebach, Colin</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Science+Teacher+Education%22"><i>Journal of Science Teacher Education</i></searchLink>. 2021 32(4):469-479.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 11
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  Data: 2021
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Practicums%22">Practicums</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Methods+Courses%22">Methods Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Colleges%22">Private Colleges</searchLink>
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  Data: 10.1080/1046560X.2020.1861767
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  Data: 1046-560X
– Name: Abstract
  Label: Abstract
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  Data: A high self-efficacy in teaching is sometimes used as a kind of litmus test of science teaching practices. However, the connection between self-efficacy and teaching effectiveness is not well established. Therefore, this study sought to investigate the connections between self-efficacy and enacted science teaching of preservice elementary teachers. More specifically, we sought to answer the question: Is preservice elementary teachers' science teaching self-efficacy correlated to their science teaching practices? To investigate this question, preservice elementary teachers (N = 48) were given the Science Teaching Self-Efficacy Belief Instrument (STEBI-B) and asked to submit a video of their science teaching which was analyzed using the Local Systemic Change Classroom Observation Protocol (LSC-COP). Because LSC-COP produces ordinal data, the relationship between the STEBI-B and LSC-COP was investigated using the Spearman Rho correlation coefficient. Analysis of these data indicate no significant correlation between self-efficacy and science teaching practices. This study highlights the potential risk of using self-efficacy as a litmus test for positive changes in instruction. Although self-efficacy may not be directly related to science teaching practices in the population of preservice elementary teachers, we discuss ways self-efficacy may indirectly impact teaching practice.
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  Data: 2021
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  Data: EJ1296349
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        Value: 10.1080/1046560X.2020.1861767
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      – Text: English
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      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Grade 6
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Methods Courses
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      – SubjectFull: Private Colleges
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