Science Teachers’ Perceptions of Personal Science Efficacy Beliefs and Science Teaching in Saudi Arabia, Pakistan, and the United Arab Emirates
Sadia Shaukat 1 * , Venkat Rao Vishnumolakala 2 3, Amani K. Hamdan Alghamdi 4
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1 Associate Professor, Department of Education, University of Education, Lahore, PAKISTAN
2 Department of Education, College of Arts and Sciences, Abu Dhabi University, Abu Dhabi, UNITED ARAB EMIRATES
3 School of Molecular and Life Sciences, Curtin University, AUSTRALIA
4 Professor, College of Education, Curriculum and Pedagogy, Imam Abdulrahman Bin Faisal University, SAUDI ARABIA
* Corresponding Author

Abstract

This study sought to explore the science efficacy beliefs of in-service teachers from the Kingdom of Saudi Arabia (KSA) (n = 226), Pakistan (n = 130), and the United Arab Emirates (UAE) (n = 99) by administering the Science Teaching Efficacy Belief Instrument (STEBI-B) in a cross-sectional survey research design. A comparison of the three datasets indicated differences in terms of teachers’ personal science teaching efficacy (PSTE) and science teaching outcome expectancy efficacy (STOE). Teachers’ academic qualifications and experience showed relevance with the PSTE and STOE of the KSA sample but did not show relevance for UAE and Pakistan. These results have implications for teacher education programs in all three countries, which need to strengthen their teaching content and make science teachers more efficacious in order to bring about positive changes in students’ science learning. Other recommendations include: providing culturally tailored teacher education that respects the role of cultural adaptation, nationality, gender, academic qualifications, and years of teaching experience; and introducing effective professional development models to strengthen science teachers’ efficacy beliefs.

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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

https://doi.org/10.29333/ejmste/8290

EURASIA J Math Sci Tech Ed, 2020 - Volume 16 Issue 8, Article No: em1866

Publication date: 20 May 2020

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