Teacher Efficacy Beliefs and Students’ Science Learning in Central Schools, Cagayan de Oro City Division

C. E. Awiten Arazo

Dan-ag: Journal of Educational Studies, Volume 4 (2015), pp. 51–60 

Abstract

This study determined the level of teacher efficacy and students’ science learning in grade three. Teacher efficacy beliefs were measured according to the level of teacher-respondents’ Personal Science Teaching Efficacy and Science Teaching Outcome Expectancy. To see differences in teachers’ level of efficacy, the study considered the teachers’ characteristics to include educational attainment with major, years of teaching experience, number of trainings and seminars attended, attitude towards science teaching, and perception of collective efficacy. Students’ science learning was measured based on learning capabilities: declarative and procedural knowledge. Findings reveal that teacher efficacy beliefs significantly differed with teachers’ educational attainment considering their major. However, regardless of years of teaching experience and number of seminars and trainings attended, the teachers’ efficacy beliefs did not significantly differ. Based on the test results, the students’ science learning differed significantly considering the teachers’ level of efficacy beliefs. Teachers who were highly efficacious produced achievers in science. Hence, the higher the teacher's efficacy, the higher the students’ science learning. An average teacher efficacy belief, as found in this study, implies that there is a need to raise the efficacy level of teachers as it influences students’ learning. Therefore, factors that may help raise science teachers’ science teaching efficacy should be considered.

Keywords: teacher efficacy beliefs; science learning; science teaching efficacy; collective efficacy; elementary science education

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DOI:  https://doi.org/10.5281/zenodo.22211110 

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