Science Teaching Efficacy Beliefs of Palestinian Elementary Education Students

Authors

  • Haitham M. Alkhateeb Yale Gordon College of Arts and Sciences, University of Baltimore, Baltimore, MD 21201, USA
  • Ayal H. Alkhateeb Department of Chemistry, Jess & Mildred Fisher College of Science & Mathematics, Towson University, Towson, MD 21252, USA

DOI:

https://doi.org/10.30564/jpr.v4i2.4686

Abstract

To assess elementary education students’ self-efficacy beliefs in science teaching, the Science Teaching Efficacy Belief Instrument developed by Enochs and Riggs was used. The instrument consisted of two scales, Personal Science Teaching Efficacy Belief Scale and the Outcome Expectancy Scale. It was administered to 90 undergraduate university students majoring in elementary education at a large public Palestinian university. Results indicated that students’ self-efficacy beliefs in science teaching were comparable to those reported in the original study by Enochs and Riggs. Overall, the participants presented moderate to high self-efficacy in science teaching.

Keywords:

Self-efficacy, Elementary education, Science teaching, Palestinian

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How to Cite

Alkhateeb, H. M., & Alkhateeb, A. H. (2022). Science Teaching Efficacy Beliefs of Palestinian Elementary Education Students. Journal of Psychological Research, 4(2), 18–23. https://doi.org/10.30564/jpr.v4i2.4686

Issue

Vol. 4 , Iss. 2 (April 2022)

Article Type

Article

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Copyright © 2022 Haitham Alkhateeb, Ayal Alkhateeb

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.

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