The Sources of Science Teaching Self-efficacy among Elementary School Teachers: A mediational model approach

Ya Ling Wang, Chin Chung Tsai, Shih Hsuan Wei

Research output: Contribution to journalArticle

9 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)2264-2283
Number of pages20
JournalInternational Journal of Science Education
Volume37
Issue number14
DOIs
Publication statusPublished - 2015 Sep 22
Externally publishedYes

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Keywords

  • Knowledge of and attitudes toward Internet-based instruction
  • Science teaching self-efficacy
  • Teaching and learning conceptions
  • Technological pedagogical content knowledge

ASJC Scopus subject areas

  • Education

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