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pp. 445-454 | Article Number: ijese.2019.037
Published Online: September 18, 2019
Abstract
This research explored the level of teachers’ self-efficacy based on their gender, education degree, title, grade levels, years of teaching and the correlation between these factors. Convenience sampling was used to select 148 science teachers in China. A survey method was used, and the data were collected using the Teacher Teaching Efficacy Scale (TSES). The results showed that the self-efficacy of most science teachers is at a medium level. Furthermore, there was a significant gap in the teachers’ self-efficacy based on their gender, education degree, years of teaching. Surprisingly, it was found that the efficacy of males is stronger than females in science teaching. Moreover, there was a moderate positive and significant correlation between science teachers’ self-efficacy and years of teaching. Teachers with a long teaching experience had the tendency to obtain a higher self-efficacy score. However, the science teachers with higher degree would have a lower sense of efficacy. Therefore, it is concluded that skills training in student management, classroom management and teaching strategies should be strengthened while improving the degree among the pre-service teachers. In addition, the self-efficacy of female science teachers should be more concerned.
Keywords: self-efficacy, science teacher, gender, years of teaching
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