Relations of Science Teaching Self-Efficacy With Instructional Practices, Student Achievement and Support, and Teacher Satisfaction

• In Event: Motivation in Education SIG Poster Session: The Role of Students' and Teachers' Competence Beliefs and Value Beliefs

Abstract

Teacher self-efficacy is posited to associate with important teacher and student outcomes directly and indirectly via teacher practices; however, little research has simultaneously examined these associations. Using data from teachers and their students in the Czech Republic and France, we tested a model of the associations of teachers’ science teaching self-efficacy with their job satisfaction and students’ science achievement and perceived support both directly and indirectly via inquiry-teaching. Results showed direct positive relations of teacher self-efficacy with inquiry-teaching use and job satisfaction. Additionally, inquiry-teaching was found to be positively related to classroom levels of science achievement. Evidence was also obtained for an indirect association of teacher self-efficacy with achievement via inquiry-teaching. The model generalized across the Czech and French samples.

Authors

• Harsha Perera, University of Nevada - Las Vegas

• Alireza Maghsoudlou, University of Nevada Las Vegas

• Chyna J Miller, University of Nevada - Las Vegas

• Peter McIlveen, University of Southern Queenlsand

• Danette Dee Barber, Nevada State College

• Rachel Part, University of Nevada - Las Vegas

• Ana Luisa Reyes, University of Nevada - Las Vegas