Self-Efficacy Beliefs of Kindergarten Science Teachers

유치원 교사의 과학교수효능감에 영향을 미치는 관련 변인 연구

This study identified significant variables that influence the science teaching self-efficacy beliefs of Kindergarten teachers. Data was obtained from 317 kindergarten teachers who responded to the questionnaire, the Science Teaching Efficacy Belief Instrument (Riggs & Enochs). Results indicated that science teaching experience, teachers' attitudes about science and teaching science, and children's interest in science influenced science teaching self-efficacy. Science related experiences of childhood and schooling negatively affected science teaching outcome expectancy.