Examining In-Service and Pre-Service Science Teachers' Learning Environment Perceptions and Their Sense of Efficacy Beliefs
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| Title: | Examining In-Service and Pre-Service Science Teachers' Learning Environment Perceptions and Their Sense of Efficacy Beliefs |
|---|---|
| Language: | English |
| Authors: | Ayla Cetin-Dindar (ORCID |
| Source: | Educational Studies. 2025 51(2):133-155. |
| 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: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Self Efficacy, Self Concept Measures, Student Attitudes, Teacher Attitudes, Science Teachers, Preservice Teachers, Educational Environment, Teacher Effectiveness, Correlation, Constructivism (Learning), Surveys, Questionnaires, Likert Scales, Classroom Environment, Teacher Education Programs, Science Instruction, Middle School Teachers, Foreign Countries |
| Geographic Terms: | Turkey |
| Assessment and Survey Identifiers: | Teachers Sense of Efficacy Scale, Constructivist Learning Environment Survey |
| DOI: | 10.1080/03055698.2022.2121603 |
| ISSN: | 0305-5698 1465-3400 |
| Abstract: | This study investigated the predictive effect of in-service and pre-service science teachers' perceptions of the learning environment on their self-efficacy beliefs on science teaching. The same self-report questionnaires were used to collect data from in-service and pre-service science teachers. Of the participants, 142 in-service science teachers and 281 pre-service science teachers completed the Constructivist Learning Environment Scale and the Teachers' Sense of Efficacy Scale. Canonical analysis was used to investigate the relationships between variables. The analyses of the findings revealed a reciprocal relationship between variables. Both in- and pre-service science teachers' classroom environment perceptions were significantly related to their self-efficacy beliefs. Additionally, in-service science teachers scored significantly higher than pre-service ones for all variables and in-service science teachers' classroom environment perceptions were more strongly correlated with their self-efficacy beliefs than pre-service science teachers'. This study suggests that creating a more effective learning environment affects science teachers' sense of efficacy or science teachers with high efficacy beliefs create more constructivist classroom environment. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1464850 |
| Database: | ERIC |
| Abstract: | This study investigated the predictive effect of in-service and pre-service science teachers' perceptions of the learning environment on their self-efficacy beliefs on science teaching. The same self-report questionnaires were used to collect data from in-service and pre-service science teachers. Of the participants, 142 in-service science teachers and 281 pre-service science teachers completed the Constructivist Learning Environment Scale and the Teachers' Sense of Efficacy Scale. Canonical analysis was used to investigate the relationships between variables. The analyses of the findings revealed a reciprocal relationship between variables. Both in- and pre-service science teachers' classroom environment perceptions were significantly related to their self-efficacy beliefs. Additionally, in-service science teachers scored significantly higher than pre-service ones for all variables and in-service science teachers' classroom environment perceptions were more strongly correlated with their self-efficacy beliefs than pre-service science teachers'. This study suggests that creating a more effective learning environment affects science teachers' sense of efficacy or science teachers with high efficacy beliefs create more constructivist classroom environment. |
|---|---|
| ISSN: | 0305-5698 1465-3400 |
| DOI: | 10.1080/03055698.2022.2121603 |
