Pre-service secondary school science teachers science teaching efficacy beliefs
The main purpose of the study was to explore pre-service secondary science teachers’ self-efficacy beliefs regarding science teaching. The study also compared pre-service secondary science teachers’ self-efficacy beliefs with regard to gender and educational level. Data were collected by administering the science teaching self-efficacy beliefs questionnaire to 210 pre-service secondary science teachers. Statistical techniques such as mean scores, t-test and ANOVA were used to analyse the data. Results of the study showed that the pre-service secondary science teachers have very high level of secondary science teaching self-efficacy beliefs. The pre-service secondary science teachers’ self-efficacy beliefs and personal science teaching efficacy were gender-related with the males having higher selfefficacy beliefs towards science teaching than the females and the latter having higher personal science teaching efficacy than their male counterparts. It was also observed that the current science education programme of the University of Education Winneba has made little impact on the pre-service secondary science teachers’ self-efficacy beliefs towards science teaching.
Keywords: pre-service secondary science teachers, self-efficacy beliefs,
License agreement and author copyright
AJESMS does not require authors to assign copyright of their published original research papers to the journal. Articles are published under a CC BY license(Creative Commons Attribution 4.0 International License). The CC BY license allows for maximum dissemination and re-use of open access materials and is preferred by many research funding bodies. Under this license users are free to share (copy, distribute and transmit) and remix (adapt) the contribution including for commercial purposes, providing they attribute the contribution in the manner specified by the author (read full legal code).
Availability of materials and data
An inherent principle of publication is that others should be able to replicate and build upon the authors' published claims. Therefore, a condition of publication in AJESMS is that authors are required to make materials, data and associated protocols promptly available to readers without undue qualifications in material transfer agreements. Any restrictions on the availability of materials or information must be disclosed to the publishing team at the time of submission. Supporting data must be made available to Editorial Board Members and reviewers at the time of submission for the purposes of evaluating the manuscript. Reviewers may be asked to comment on the terms of access to materials, methods and/or data sets; AJESMS reserves the right to refuse publication in cases where authors do not provide adequate assurances that they can comply with the publication's requirements for sharing materials.
After publication, readers who encounter refusal by the authors to comply with these policies should contact the AJESMS publishing team. In cases where we are unable to resolve a complaint, the matter may be referred to the authors' funding institution and/or a formal statement of correction may be published, attached online to the publication, stating that readers have been unable to obtain necessary materials to replicate the findings.
A condition of publication AJESMS is that authors make materials, data and associated protocols promptly available to others without preconditions.
Datasets must be made freely available to readers from the date of publication, and must be provided to Editorial Board Members and reviewers at submission, for the purposes of evaluating the manuscript.