Measuring primary science teacher's self-efficacy beliefs in Batang Padang, Perak with "Primary science teachers' self-efficacy beliefs scale" (IR)
This research was aimed to measure the primary science teachers’ self-efficacy beliefs by using “Primary Science Teachers’ Self-Efficacy Beliefs Scale”. Causal comparative was used as the research design of this study. The questions of this instrument were ada...
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| Format: | thesis |
| Language: | eng |
| Published: |
2018
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=3930 |
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| Summary: | This research was aimed to measure the primary science teachers’ self-efficacy beliefs by using “Primary Science Teachers’ Self-Efficacy Beliefs Scale”. Causal comparative was used as the research design of this study. The questions of this instrument were adapted from three different instruments and modified for the purpose of this study. Exploratory factor analysis was used to extract the components of the subscales, namely “Pedagogical Knowledge”, “Content Knowledge”, “Teachers’ Effort” and “Student Engagement”. The study examined the scores of teachers’ self-efficacy by gender, major, years of teaching experience and education qualifications. The weblink of online survey was sent out by email to schools. The sample consisted of 144 primary science teachers in Batang Padang, Perak. T-test and ANOVA were used to compare the mean differences of different groups. There was a statistically significant difference between male teachers (M=4.08, SD=0.42) and female teachers (M=3.93, SD=0.39). The t-test result also showed statistically significant difference between science major teachers (M=4.09, SD=0.31) and non-science major teachers (M=3.91, SD=0.31), t (142) =3.34, p<.05. ANOVA result showed that there was a statistically significant difference between experienced teachers who have more than six years of teaching experience (M= 4.09, SD= 0.27) and novice teachers who were teaching at their first to third year (M= 3.87, SD= 0.32), F (2, 141) = 3.123, p = .47. On the contrary, there was no statistically significant difference spotted between primary science teachers who possessed different education qualifications regarding their selfefficacy. In conclusion, there was a statistically significant difference in science teachers’ selfefficacy beliefs among teachers of different gender, years of teaching experience and major, while no statistically significant difference were spotted between teachers of different education qualifications. In The findings suggested that experienced teachers should provide mentorship to novice teachers, while policy makers should make sure that only science major teachers will be teaching in science since experienced teachers and science major teachers scored higher in science teachers self-efficacy beliefs. |
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