Self-Efficacy and Commitment of Mid- and Late Career High School Science Teachers

• In Event: Science Teaching and Learning: Teacher Knowledge and Attitudes

Abstract

A descriptive, mixed methods study investigated the significant influence of self-efficacy on the overall commitment of veteran science teachers (N=147). Self-efficacy subscales measured Personal Science Teaching Efficacy Beliefs (PSTE) and Science Teaching Outcome Expectancy (STOE). Commitment subscales evaluated Commitment to Students, to Teaching, to School and to the Profession. Data analysis indicated STOE highly correlated to each commitment subscale. PSTE was more highly correlated to Student and Teaching commitment than to School and Profession commitment. Multiple regression analysis identified teacher age, teacher level of education, type of school, and percent free and reduced lunch as having a consistent effect on overall commitment and the four subscales. Practical recommendations and directions for future research are given.

Authors

• Dorothy Holley, West Johnston High School

• Soonhye Park, North Carolina State University