Abstract
The belief that pre-service science teachers can effectively instruct science has been the subject of substantial research. However, a lack of research exists to examine the relationship between pre-service teachers’ self-efficacy beliefs and their capacity to teach science and engineering. To fill this void in the literature, it is necessary to investigate the relationship between self-efficacy beliefs in engineering and science education. To address this knowledge deficit, this research investigated the relationship between pre-service science teachers’ self-efficacy beliefs in science instruction and their engineering teaching self-efficacy beliefs. The data were obtained from 224 pre-service science teachers using a quantitative approach. The study results indicated that pre-service teachers’ self-efficacy beliefs in science teaching were higher than in engineering teaching. The correlation analysis revealed a strong and significant correlation between self-efficacy beliefs in science and engineering teaching. The regression analysis also showed a significant relationship between self-efficacy beliefs in science and engineering. In addition, the results also revealed that science-teaching self-efficacy beliefs explained 52% of the variation in participants’ engineering-teaching self-efficacy beliefs. Future research recommendations are derived from the results.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 20, Issue 8, August 2024, Article No: em2493
https://doi.org/10.29333/ejmste/14919
Publication date: 08 Aug 2024
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