Primary Science Teachers’ Self-Efficacy Beliefs about Teaching in Malaysia
Abstract
This research aimed to measure the primary science teachers' self-efficacy beliefs about teaching in Malaysia. A descriptive research design was used for this study. The sample consisted of 144 primary science teachers in Batang Padang, Perak. The instrument’s items were adapted from three different instruments and modified for this study; the components of the subscales are "Pedagogical Knowledge," "Content Knowledge," "Teachers' Effort," and "Student Engagement." The study investigated the differences in teachers' self-efficacy according to gender, and education qualifications. A T-test was used to compare the mean differences between different groups. There was a statistically significant difference between male teachers (M = 4.08, SD = 0.42) and female teachers (M = 3.93, SD = 0.39). In contrast, t-test results showed no statistically significant difference between primary science teachers who possessed different education qualifications regarding their self-efficacy. This study redounded to science education by looking at the self-efficacy judgment of science teachers and providing information about the strengths and weaknesses of teachers' self-efficacy in Batang Padang, Perak. From this study, it emerged that female teachers have a lower level of self-efficacy. Therefore, because most of the teachers are female, it is crucial to determine why female teachers have lower efficacy and their difficulties. Research should further investigate and comprehend the differences in self-efficacy beliefs based on other demographic variables. Research should further investigate and comprehend the differences in self-efficacy beliefs based on other demographic variables.
Keywords: science teacher, self-efficacy beliefs, science education.
DOI: https://doi.org/10.55463/hkjss.issn.1021-3619.60.19
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