Relationship Between Self-Efficacy Beliefs of Science Teachers and Their Confidence in Content Knowledge

Abstract

This exploratory survey examined the relationship between the science teachers' self-efficacy beliefs and content knowledge of selected chemistry concepts which form part of the South African National Senior Certificate curriculum. Participants were 190 physical science teachers (females = 44.4%, aged range 23 to 56 years) from the central province of South Africa. They completed a teaching confidence and self-efficacy scales. Data were analyzed for rank-order in confidence to teach regular science curriculum concepts and newer industry oriented concepts. Findings suggest that teachers' confidence and self efficacy were higher for established science concepts as compared to newer industrial applications.

Keywords:

• efficacy beliefs
• science teachers
• confidence
• content knowledge
• South Africa