The relationship of pupil control to preservice elementary science teacher self–efficacy and outcome expectancy

Abstract

Abstract The investigators' intentions in this study were to examine preservice elementary teachers' sense of self‐efficacy with regard to science teaching and to define the construct of self‐efficacy with greater clarity. Additionally, the construct of pupil control was examined. To gather information toward these purposes, we investigated the following questions: Do prospective elementary teachers' efficacy beliefs relate to their beliefs concerning classroom management or control?; and How is a measure of self‐efficacy related to prospective teachers' self‐reported choice concerning the teaching of science, amount of time spent in performing “hands‐on” science, and/or perceived effectiveness as future elementary science teachers? Self‐efficacy was measured as two distinct constructs, personal self‐efficacy and outcome expectancy. Significant correlations were found between personal science teaching self‐efficacy and (1) the number of college science courses taken; (2) the number of years of high school science taken; (3) respondent's choice of science instructional delivery; and (4) respondent's perceived effectiveness in teaching science. When the outcome expectancy subscale is considered, however, only one significant correlation is indicated; perceived effectiveness in teaching science was significantly correlated with outcome expectancy. Personal science teaching self‐efficacy was significantly correlated with pupil control ideology while outcome expectancy was not. © 1995 John Wiley & Sons, Inc.

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