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Analysis of Environmental and General Science Teaching Efficacy Among Instructors with Contrasting Class Ethnicity Distributions: A Four‐Dimensional Assessment
Author(s) -
Moseley Christine,
Taylor Bryan
Publication year - 2011
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2011.00079.x
Subject(s) - ethnic group , context (archaeology) , self efficacy , promotion (chess) , mathematics education , class (philosophy) , psychology , science education , perception , expectancy theory , pedagogy , social psychology , sociology , computer science , biology , political science , paleontology , artificial intelligence , neuroscience , politics , anthropology , law
The context and nature of teacher efficacy beliefs provide a method upon which to explore science teachers' perceptions of their teaching effectiveness and student achievement as a function of ethnicity. Promotion of a more in‐depth knowledge of science teaching efficacy requires cross‐sectional and longitudinal investigations. In this study, a bi‐disciplinary four‐dimensional assessment is utilized to measure personal teacher efficacy, outcome expectancy, classroom management (CM), and student engagement (SE). Major findings from this study conclude that science teaching efficacy was markedly lower for science teachers with high minority class ethnicity distribution (CED) when compared with efficacy levels of teachers with high nonminority CED. Additionally, when examining efficacy dimensions separately, markedly lower mean efficacy dimension responses were consistent for teachers with high minority CED; however, only CM and SE were considered statistically different. Results were consistent for both the environmental and general science disciplines.