The Relationship Between Changes in Teachers' Self-efficacy Beliefs and the Science Teaching Environment of Danish First-Year Elementary Teachers

Annemarie Møller Andersen · Søren Dragsted · Robert H. Evans · Helene Sørensen

71 citations0/0 files storedJournal of Science Teacher Education

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Teacher Education and Leadership Studies Science Education and Pedagogy Education, Achievement, and Giftedness

Abstract

This study's purpose was to determine whether science teaching self-efficacy beliefs among new teachers of elementary science interact significantly with teaching environments in their schools. The study hypothesized a mechanism by which environments can interact with self-efficacy and, consequently, affect the quality of science teaching. The self-efficacy of new elementary teachers from Denmark was assessed at the beginning, middle, and end of their first year of teaching. Their teaching success and environments were also assessed. It was found that positive changes in self-efficacy seemed positively related to the occurrence of environmental factors helpful to teaching (r= .401; p= .011; n= 39). In three case studies, there was some support for this association from assessments, interviews, and success in teaching.

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References

1999Self-Efficacy: The Exercise of Control 1977Self-efficacy: Toward a unifying theory of behavioral change.1977Self-efficacy: Toward a unifying theory of behavioral change.1997Self-efficacy: the exercise of control 1984Teacher efficacy: A construct validation.1995Handbook of research on science teaching and learning 1992Motivating Humans: Goals, Emotions, and Personal Agency Beliefs 1990Prospective teachers' sense of efficacy and beliefs about control.

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2010In-Service and Pre-Service Secondary Science Teachers' Self-Efficacy Beliefs about Science Teaching.2015Changes in Science Teaching Self-efficacy among Primary Teacher Education Students 2014Supporting newly hired teachers of science: attaining teacher professional standards

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