Study on The Self-Efficacy of Secondary School Science Teachers

Abstract

The purpose of this study is to investigate the self-efficacy of secondary school science teachers. The instrument to survey the self-efficacy of them consists of 4 domains containing 16 items that are five point Likert scale. The domains are teaching and learning, teaching content, understanding learners¡¯ properties and science curricula. Subjects are 147 in-service science teachers. They have the highest self efficacy level in ¡®science curricula¡¯ domain, whereas they have the lowest level in ¡®understanding learners¡¯ properties¡¯ domain. There is not different between interest levels of females and males in all domains (p > .05). There are significantly correlations between domains. Especially, the ¡®teaching content¡¯ domain correlates strongly with the domain of ¡®science curricula¡¯(r = .556, p < .01). The results suggest that approaching to improve self-efficacy should be needed in the education for science teachers.