Science Teachers' Perceptions of Personal Science Efficacy Beliefs and Science Teaching in Saudi Arabia, Pakistan, and the United Arab Emirates

Autor/inn/en	Shaukat, Sadia; Vishnumolakala, Venkat Rao; Alghamdi, Amani K. Hamdan
Titel	Science Teachers' Perceptions of Personal Science Efficacy Beliefs and Science Teaching in Saudi Arabia, Pakistan, and the United Arab Emirates
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 16 (2020) 8, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Science Teachers; Teacher Attitudes; Self Efficacy; Scientific Attitudes; Science Instruction; Foreign Countries; Comparative Education; Individual Differences; Teaching Experience; Teacher Qualifications; Gender Differences; Saudi Arabia; Pakistan; United Arab Emirates + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Vergleichende Erziehungswissenschaft; Individueller Unterschied; Lehrqualifikation; Geschlechterkonflikt; Saudi-Arabien; Vereinigte Arabische Emirate
Abstract	This study sought to explore the science efficacy beliefs of in-service teachers from the Kingdom of Saudi Arabia (KSA) (n = 226), Pakistan (n = 130), and the United Arab Emirates (UAE) (n = 99) by administering the Science Teaching Efficacy Belief Instrument (STEBI-B) in a cross-sectional survey research design. A comparison of the three datasets indicated differences in terms of teachers' personal science teaching efficacy (PSTE) and science teaching outcome expectancy efficacy (STOE). Teachers' academic qualifications and experience showed relevance with the PSTE and STOE of the KSA sample but did not show relevance for UAE and Pakistan. These results have implications for teacher education programs in all three countries, which need to strengthen their teaching content and make science teachers more efficacious in order to bring about positive changes in students' science learning. Other recommendations include: providing culturally tailored teacher education that respects the role of cultural adaptation, nationality, gender, academic qualifications, and years of teaching experience; and introducing effective professional development models to strengthen science teachers' efficacy beliefs. (As Provided).
Anmerkungen	Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01