Preservice Elementary Teacher Self-Efficacy and Attitude towards Teaching Science

Abstract

The present study investigated the status and relationship between preservice elementary teacher self-efficacy and attitude towards teaching science. The researcher employed a mixed-method approach to collect both quantitative and qualitative data. The researcher used a questionnaire responded by 125 undergraduates who major in elementary education to collect quantitative data. The self-efficacy regarding teaching science includes five aspects, and the attitude towards teaching science consists of three aspects. Results show that preservice elementary teachers have both high self-efficacy regarding teaching science and positive attitudes towards teaching science. All the aspects of self-efficacy regarding teaching science are demonstrated to have a positive correlation with attitude towards teaching science and its corresponding aspects. A formula model was also constructed to predict the preservice elementary teachers’ attitude towards teaching science based on their self-efficacy regarding teaching science.