Article Versions
Export Article
Research Article
Open Access Peer-reviewed

Science Teaching and Learning Conceptions towards Teachers’ Sense of Efficacy

Zyrel V. Vallerio1, 2, John Cris Z. Tobias1, 3, Jennifer N. Tillay1, 4, Analyn P. Dumangeng1, 4, Venus T. Pumihic1, 5, Romiro G. Bautista6, 7,

1Graduate School Students, Quirino State University, Philippines

2Cabaruan Integrated School, Department of Education-Quirino, Philippines

3Sefton Village Christian School, Santiago City, Philippines

4San Benigno Elementary School, Department of Education-Quirino, Philippines

5Alimit Integrated School Department of Education-Nueva Vizcaya, Philippines

6Graduate School Faculty, Quirino State University, Philippines

7International Relations Office, Quirino State University, Philippines

American Journal of Educational Research. 2023, 11(2), 79-83. DOI: 10.12691/education-11-2-6
Received January 05, 2023; Revised February 11, 2023; Accepted February 19, 2023

Abstract

Teachers’ affordances in facilitating science classes which involves their efficacy in teaching strategies and assessment practices, classroom management, and student empowerment impinge their deliberate self-efficacy and attitude in raising desirable scientific attributes among students in response to the newer philosophy of science teaching and learning. The following are the highlights of the findings of this study: (1) the respondents hold efficacious standpoints in teaching and learning science in the newer philosophy of science teaching; (2) the respondents are efficacious in teaching strategies and assessment practices, classroom management, and student empowerment. These concordances are manifestations of their standpoints in an effective science teaching and learning; and (3) the respondents’ general standpoints in teaching and learning science is proportional to their efficacious viewpoints in employing teaching strategies and assessment practices, classroom management, and student empowerment.

Keywords:

science teaching and learning, teachers’ efficacy
[1]  Recepoğlu, S., & Recepoğlu, E. (2020). Relationship between prospective teachers’ motivation for teaching profession and sense of efficacy. Hacettepe University Journal of Education, 35(4), 799-814.
 
[2]  Aslan Efe, H., & Hanas, K. (2022). Evaluation of STEM education by Turkish science teachers. Dinamika Ilmu, 22(1), 201-221.View Article 
 
[3]  Çelik S. & Ergin I. (2022). The Relationship between Science Teacher Candidates’ Attitudes towards Teaching Profession and Their Self-Efficacy Beliefs towards Teaching Science, 22(2).View Article 
 
[4]  Seneviratne, K., Abd Hamid, J., Khatibi A., Azam, F., & Sudasinghe, S.(2018). Teachers’ Sense of Efficacy: A Challenge for Professional Development Toward Teaching Science as Inquiry Science Education International, 30(4), 274-283.View Article 
 
[5]  Şahin, C., & Şahin, S. (2017). Attitudes of teacher candidates towards the teaching profession, their self-efficacy beliefs and their level of knowing the student. The Journal of Turkish Educational Sciences, 15(2), 224-238.
 
[6]  Bandura, A. (1997). Self-efficacy the Exercise of Control. Englewood Cliffs, NJ: Prentice-Hall.
 
[7]  Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of school psychology, 44(6), 473-490.View Article 
 
[8]  Pressley, J. & Ha, C. (2021). Teaching during a Pandemic: United States Teachers' Self-Efficacy During COVID-19) Elsevier Ltd. Teaching and Teacher Education 106 103465.View Article  PubMed 
 
[9]  Barni D, Danioni F and Benevene P. (2019). Teachers’ Self-Efficacy: The Role of Personal Values and Motivations for Teaching. Front. Psychol. 10: 1645.View Article  PubMed 
 
[10]  Goddard, R. D. (2003). The impact of schools on teacher beliefs, influence, and student achievement: the role of collective efficacy beliefs. In J. Raths & A. C. McAninch (Eds.), Teacher beliefs and classroom performance: The impact of teacher education (pp.183-202). Greenwich, CT: Information Age Publishing Inc.
 
[11]  Matos, D. A. S., & Jardalino, J. R. L. (2016). Os conceitos de concepção, percepção, representação e crença no campo educacional: similaridades, diferenças e implicações para a pesquisa. Educação & Formação, 1(3), 20-31.View Article 
 
[12]  Baptista, G. C. S. & Andrade, A. M.(2021) Science Teachers’ Conceptions About the Importance of Teaching and How to Teach Western Science to Students from Traditional Communities.View Article  PubMed 
 
[13]  Dejene W. (2020) Conceptions of teaching & learning and teaching approach preference: Their change through preservice teacher education program Dejene, Cogent Education (2020), 7: 1833812.View Article 
 
[14]  Admiraal, W.; Louws, W.; Lockhorst, D.; Paas, T.; Buynsters, M.; Cviko A.;Janssen, C.;De Jonge,M.; Nouwens,S.; Post, L.; Van der Ven, F.; & Kester, L.
 
[15]  Teachers in school-based technology innovations: A typology of their beliefs on teaching and technology,Computers & Education, Volume 114, 2017, Pages 57-68.View Article 
 
[16]  Haatainen, O.; Turkka, J.; Aksela, M. Science Teachers’ Perceptions and Self-Efficacy Beliefs Related to Integrated Science Education. Educ. Sci. 2021, 11, 272.View Article 
 
[17]  Kareem, J., Thomas, R. S., & Nandini, V. S. (2022). A Conceptual Model of Teaching Efficacy and Beliefs, Teaching Outcome Expectancy, Student Technology Use, Student Engagement, and 21st-Century Learning Attitudes: A STEM Education Study. Interdisciplinary Journal of Environmental and Science Education, 18(4), e2282.View Article 
 
[18]  Lemon, N., & Garvis, S. (2015). Pre-service teacher selfefficacy in digital technology. Teachers and Teaching, 22(3), 387-408.View Article 
 
[19]  Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069.View Article 
 
[20]  Stajkovic, A. D., & Luthans, F. (1998). Self-efficacy and work-related performance: A meta-analysis. Psychological Bulletin, 124, 240-261.View Article 
 
[21]  Posnanski, T.J. (2007). A redesigned Geoscience content course’s impact on science teaching selfefficacy beliefs. Journal of Geoscience Education, 55(2), 152-157.View Article 
 
[22]  Rice, D.C., & Roychoudhury, A. (2003). Preparing more confident pre-service elementary science teachers: One elementary science methods teacher’s self-study. Journal of Science Teacher Education, 14(2), 97-126.View Article 
 
[23]  Liang, L.L., & Richardson, G.M. (2009). Enhancing prospective teachers’ science teaching efficacy beliefs through scaffolded, student-directed inquiry. Journal of Elementary Science Education, 21(1), 51-66.View Article 
 
[24]  Khan, A. (2011). Teacher Efficacy - A Tool to Enhance Academic Achievement of Secondary Schools. Language In India, 11(6), 235-247.
 
[25]  Holzberger D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), 774-786.View Article 
 
[26]  Alrefaei, N. A. (2015). Teachers' Sense of Efficacy: Examining the Relationship of Teacher Efficacy and Student Achievement. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/ etd/1192.
 
[27]  Delale-O’Connor, L.A,. Alvarez, A, J,. Murray, I, E,. & Milner, H, R,., IV (2017) Self-Efficacy Beliefs, Classroom Management, and the Cradle-to-Pris Pipeline, Theory Into Practice, 56:3, 178-186.View Article 
 
[28]  Milner, H. R. (2014). Culturally relevant, purpose-driven learning & teaching in a middle school social studies classroom. Multicultural Education, 21, 9-17.
 
[29]  Morris-Rothschild, B. K., & Brassard, M. R. (2006). Teachers' conflict management styles: The role of attachment styles and classroom management efficacy. Journal of School Psychology, 44(2), 105-121.View Article 
 
[30]  Ismail, A. (2018). Empowering your students satisfaction with blended learning: A lesson from the Arabian Gulf University distance teaching and training program. International Journal of Information and Education Technology, 8(2), 81-94.View Article 
 
[31]  Thanh, N., & Viet, N. (2016). How to increase student’s satisfaction at higher education institutes (HEIs) today? Journal of Studies in Social Sciences and Humanities, 2(4), 143-151.
 
[32]  Bautista, RG (2012). The Convergence of Mayer’s Model and Constructivist Model towards Problem Solving in Physics. Journal of Education and Practice, 3(10), 33-42.
 
[33]  Ligado, FN., Guray, ND., & Bautista, RG. (2022). Pedagogical beliefs, techniques, and practices towards hands-on science. American Journal of Educational Research, 10(10), 584-591.View Article 
 
[34]  Discipulo, LG. & Bautista, RG. (2022). Students’ cognitive and metacognitive learning strategies towards hands-on science. International Journal of Evaluation and Research in Education 11(2), 658-664.View Article 
 
[35]  Bautista, RG. (2012). The Impact of Cognitive and Metacognitive Learning Strategies in Desktop Teaching. Anglisticum International Journal of Literature, Linguistics and Interdisciplinary Studies, 1(2), 135-143.
 
[36]  Palmer, D., Dixon, J., & Archer, J. (2015). Changes in science teaching self-efficacy among primary teacher education students. Australian Journal of Teacher Education, 40(12), 27-40.View Article 
 
[37]  Klassen, R. M., Foster, R. Y., Rajani, S., & Bowman, C. (2009). Teaching in the Yukon: Exploring teachers’ efficacy beliefs, stress, and job satisfaction in a remote setting. International Journal of Educational Research, 48(6), 381-394.View Article 
 
[38]  Swan, B.G., Wolf, K.J., & Cano, J. (2011). Changes in teacher self-efficacy from the student teaching experience through the third year of teaching. Journal of Agricultural Education, 52(2), 128-139.View Article