Comparative Study on Pre-Service Science Teachers’ Self-Efficacy Beliefs of Teaching in Kenya and the United States of America; USA

Abstract

This study examined and compared science teacher efficacy beliefs of elementary pre-service teachers in Kenya and U.S.A. by surveying 168 Kenyan and 189 US Pre-service teachers through a cross-sectional survey research design. Data were collected using STEBI-B scale, an inventory developed by by Enochs and Riggs (1990), with a reported Cronbach's Alpha coefficients as 0.90 and 0.76 for Personal Science Teacher Efficacy (PSTE) and Science Teacher Outcome Expectancy (STOE), respectively. Data were analysed both descriptively (means and standard deviations) and inferentially using a 2 x 2 factorial MANOVA. The dependent variables were PSTE and STOE scores. The independent variables were participant gender and country of origin. Results indicate a significant interaction between gender and country. There was a significant main effect for country but not for gender. With a significant MANOVA, follow-up univariate ANOVA tests indicated a statistically significant difference in the PSTE with USA scoring higher on average and a significant difference in the STOE score with Kenya scoring higher. Implications for teacher education programs are discussed.

Comparison of sense of efficacy for pre-service and in-service teachers

“…However, there are few studies in the literature where different results are obtained from the results of this study. For example, Aurah and McConnell [15] found that gender had no effect on the personal science-teaching efficacy of male and female science teachers.…”

Personal Biology Teaching Efficacy Beliefs and Biology Teaching Outcome Expectancy of in-Service Elementary Teachers

“…The literature review did not reveal a significant number of recent studies investigating teachers' self-efficacy in teaching biological concepts. In fact, most of the studies focus on pre-service teachers, measure their self-efficacy in Science using STEBI B (Avery & Meyer, 2012;Aurah & McConnell, 2014, Aydin & Boz, 2010Bayraktar 2011;Bergman & Μorphew, 2015;Bursal, 2012;Gray, 2017;Hechter, 2011;Norris, Morris & Lummis, 2018). Specifically, Avery and Meyer (2012) refer that the inquiry-based science courses correlate positively with pre-service teachers' science self-efficacy.…”

The Relationship between Mastery Experience and Teacher Self-Efficacy: A Meta-Analytic Review

“…This review defines teacher self-efficacy as a teacher's conviction or beliefs about his or her own capabilities to organize and accomplish instructional tasks (Bandura, 1997). The definition covers operationalized constructs that measure personal teaching efficacy (Gibson & Dembo, 1984), teaching efficacy belief (van Acker, 2013), and self-efficacy in specific teaching tasks, including student engagement, classroom management, instructional strategies (Tschannen-Moran & Hoy, 2001), science teaching efficacy beliefs (Riggs & Enochs, 1990), and inclusive instructions (Sharma, Loreman, & Forlin, 2012). Mastery experience, on the other hand, refers to teachers' personalized professional success or failure experiences.…”