The Influence of Self-Efficacy on School Culture, Science Achievement, and Math Achievement among Inservice Teachers.Report as inadecuate




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The study contains a total of 44 inservice or practicing teachers who were enrolled in professional development courses. A novel survey was created to determine a teacher's perspective of his/her school culture, as well as to measure a teacher's science achievement, math achievement, science self-efficacy, and math self-efficacy. The survey was administered at the beginning and end of the Physics and Integrated Math and Science Methods courses. Results show the changes of math and science self-efficacy beliefs and school culture beliefs. At the end of the Physics and Integrated Science and Math Methods courses, the inservice teachers believed they could motivate students to enjoy math/science, and the teachers also felt competent to answer questions about math/science experiments. The inservice teachers felt they could assist their colleagues with their math/science skills and the teachers felt they could reduce school absenteeism. The practicing teachers believed they could plan a math/science lesson using constructivist techniques and felt competent in their math/science achievements. The inservice teachers believed they could make the school a safe place, enhance collaboration with administrators to make the school operate effectively, motivate students to do well in school, and make the school a positive place to work. (KHR)

Descriptors: Achievement, Educational Environment, Elementary Secondary Education, Faculty Development, Interdisciplinary Approach, Mathematics Education, School Culture, Science Education, Self Efficacy, Teacher Education Programs











Author: Sottile, James M., Jr.; Carter, William; Murphy, Ruth Ann

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5396&id=ED470535



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