The Sources of Science Teaching Self-Efficacy among Elementary School Teachers: A Mediational Model Approach

Autor/inn/en	Wang, Ya-Ling; Tsai, Chin-Chung; Wei, Shih-Hsuan
Titel	The Sources of Science Teaching Self-Efficacy among Elementary School Teachers: A Mediational Model Approach
Quelle	In: International Journal of Science Education, 37 (2015) 14, S.2264-2283 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1075077
Schlagwörter	Science Teachers; Elementary School Teachers; Teacher Effectiveness; Self Efficacy; Correlation; Knowledge Base for Teaching; Pedagogical Content Knowledge; Technological Literacy; Internet; Computer Attitudes; Attitude Measures; Teacher Attitudes; Questionnaires; Test Validity; Test Reliability; Constructivism (Learning); Expectation; Foreign Countries; Science Instruction; Teacher Competencies; Regression (Statistics); Factor Analysis; Taiwan + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Korrelation; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Technisches Wissen; Lehrerverhalten; Fragebogen; Testvalidität; Testreliabilität; Expectancy; Erwartung; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrkunst; Regression; Regressionsanalyse; Faktorenanalyse
Abstract	This study aimed to investigate the factors accounting for science teaching self-efficacy and to examine the relationships among Taiwanese teachers' science teaching self-efficacy, teaching and learning conceptions, technological--pedagogical content knowledge for the Internet (TPACK-I), and attitudes toward Internet-based instruction (Attitudes) using a mediational model approach. A total of 233 science teachers from 41 elementary schools in Taiwan were invited to take part in the study. After ensuring the validity and reliability of each questionnaire, the results indicated that each measure had satisfactory validity and reliability. Furthermore, through mediational models, the results revealed that TPACK-I and Attitudes mediated the relationship between teaching and learning conceptions and science teaching self-efficacy, suggesting that (1) knowledge of and attitudes toward Internet-based instruction (KATII) mediated the positive relationship between constructivist conceptions of teaching and learning and outcome expectancy, and that (2) KATII mediated the negative correlations between traditional conceptions of teaching and learning and teaching efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01