Relations of science teaching self-efficacy with instructional practices, student achievement and support, and teacher job satisfaction

Perera, Harsha N. and Maghsoudlou, Alireza and Miller, Chyna J. and McIlveen, Peter ORCID: https://orcid.org/0000-0002-1864-9516 and Barber, Danette and Part, Rachel and Reyes, Ana L. (2021) Relations of science teaching self-efficacy with instructional practices, student achievement and support, and teacher job satisfaction. Contemporary Educational Psychology, 69:102041. pp. 1-15. ISSN 0361-476X


Abstract

Conceptual models of the effects of teacher self-efficacy hold that efficacy beliefs are related to important teacher (e.g., well-being) and student (e.g., achievement) outcomes both directly and indirectly via teacher practices. Surprisingly little work, however, has been conducted to test these propositions in integrative models comprising both teacher and student outcomes. Even less work has examined the cross-national generalizability of these relations notwithstanding the centrality of teachers’ national contexts to their beliefs. In the present study, we proposed and tested a model of the associations of teachers’ science teaching self-efficacy with not only their job satisfaction but also students’ science achievement and perceived support during science lessons both directly and indirectly via teachers’ inquiry-based science teaching practices. We tested the model across teachers and their students from the Czech Republic and France, comprising over 400 teachers and over 7500 students in total. Results showed direct positive relations of teachers’ science teaching self-efficacy beliefs with the extent of use of inquiry science teaching practices and job satisfaction. Additionally, inquiry teaching was found to be positively related to classroom levels of science achievement. Although science teaching self-efficacy was not directly linked with classroom-average science achievement, evidence was obtained for an indirect association via inquiry-based science teaching. The proposed model was found to generalize across the Czech and French samples.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 21 Apr 2022 03:11
Last Modified: 31 May 2022 01:42
Uncontrolled Keywords: Achievement; Inquiry teaching; Job satisfaction; Science achievement; Science teaching self-efficacy; Teacher self-efficacy; Teacher support
Fields of Research (2020): 39 EDUCATION > 3901 Curriculum and pedagogy > 390113 Science, technology and engineering curriculum and pedagogy
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160303 Teacher and instructor development
Identification Number or DOI: https://doi.org/10.1016/j.cedpsych.2021.102041
URI: http://eprints.usq.edu.au/id/eprint/47801

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