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Design and validation of a standards-based science teacher efficacy instrument

Kerr, Patricia Reda
http://rave.ohiolink.edu/etdc/view?acc_num=osu1155806476

Abstract Details

2006, Doctor of Philosophy, Ohio State University, Teaching and Learning.
National standards for K-12 science education address all aspects of science education, with their main emphasis on curriculum – both science subject matter and the process involved in doing science. Standards for science teacher education programs have been developing along a parallel plane, as is self-efficacy research involving classroom teachers. Generally, studies about efficacy have been dichotomous – basing the theoretical underpinnings on the work of either Rotter’s Locus of Control theory or on Bandura’s explanations of efficacy beliefs and outcome expectancy. This study brings all three threads together – K-12 science standards, teacher education standards, and efficacy beliefs – in an instrument designed to measure science teacher efficacy with items based on identified critical attributes of standards-based science teaching and learning. Based on Bandura’s explanation of efficacy being task-specific and having outcome expectancy, a developmental, systematic progression from standards-based strategies and activities to tasks to critical attributes was used to craft items for a standards-based science teacher efficacy instrument. Demographic questions related to school characteristics, teacher characteristics, preservice background, science teaching experience, and post-certification professional development were included in the instrument. The instrument was completed by 102 middle level science teachers, with complete data for 87 teachers. A principal components analysis of the science teachers’ responses to the instrument resulted in two components: Standards-Based Science Teacher Efficacy: Beliefs About Teaching (BAT, reliability = .92) and Standards-Based Science Teacher Efficacy: Beliefs About Student Achievement (BASA, reliability = .82). Variables that were characteristic of professional development activities, science content preparation, and school environment were identified as members of the sets of variables predicting the BAT and BASA subscales. Correlations were computed for BAT, BASA, and demographic variables to identify relationships between teacher efficacy, teacher characteristics, and school characteristics. Further research is recommended to refine the instrument and apply its use to a larger sample of science teachers. Its further development also has significance for the enhancement of science teacher education programs.
Donna Berlin (Advisor)
188 p.
Science Education Standards; Science Teacher Efficacy Beliefs; Beliefs about Student Achievement; Efficacy Beliefs; Implications ofr Preservice and Inservice Teachers

Recommended Citations

Citations

  • Kerr, P. R. (2006). Design and validation of a standards-based science teacher efficacy instrument [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1155806476

    APA Style (7th edition)

  • Kerr, Patricia. Design and validation of a standards-based science teacher efficacy instrument. 2006. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1155806476.

    MLA Style (8th edition)

  • Kerr, Patricia. "Design and validation of a standards-based science teacher efficacy instrument." Doctoral dissertation, Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1155806476

    Chicago Manual of Style (17th edition)

osu1155806476
1,572
© 2006, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.
Release 3.2.12