The Relationship Between Teachers' Self-Efficacy and Science Achievements of Black Female American Students

• In Event: Marriott Roundtable Session Six
  In Roundtable Session: Identity, Inquiry, and Science Education (Table 5)

Abstract

In this study, we examined relationships between teacher self-efficacy and Black female American students’ science achievements. The indicators of teachers’ self-efficacy have been grouped into two categories internal (e.g., knowledge, self-beliefs) and external factors (e.g., school culture, and resources) and those indicators have been analyzed at student-, teacher-, and school-level. The data gathered from PISA 2015 assessment, and results have been analyzed by employing a multilevel approach. The results highlighted that collaboration, teachers’ positive perceptions about school culture and pre-service training positively influenced Black female students’ science achievement, however, their self-efficacy in science content and teaching science content, and availability of resources have not yielded significant contributions to Black female students’ science achievement.

Authors

• Latife Eda Kuzuca, University of Reading
  Presenting Author

• Onur Ramazan, Chinese University of Hong Kong
  Presenting Author