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Science Teaching Efficacy Beliefs

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Second International Handbook of Science Education

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 24))

Abstract

Teacher self-efficacy is considered one of the most powerful constructs in explaining both student and teacher behaviors, including the goals they set for themselves, their persistence in the face of difficulties, and the effort they invest. For over the past three decades, a number of educational studies have emerged about meaning, measurement, and correlates of this construct, as well as application in different domains like science teaching efficacy. This chapter focuses on science teaching efficacy beliefs. First, we present the historical background of self-efficacy including origins, definition, and distinctive features of self-efficacy beliefs. Next, we focus on teachers’ sense of efficacy, highlighting the conceptual framework and critical measurement issues. We then review research on science teaching efficacy by summarizing major findings. We conclude our chapter by offering recommendations for future research.

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Author information

Authors and Affiliations

  1. Faculty of Education, Middle East Technical University, Ankara, 06531, Turkey

    Jale Cakiroglu & Yesim Capa-Aydin

  2. School of Educational Policy and Leadership, The Ohio State University, Columbus, OH, 43210, USA

    Anita Woolfolk Hoy

Authors
  1. Jale Cakiroglu
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  2. Yesim Capa-Aydin
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  3. Anita Woolfolk Hoy
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Corresponding author

Correspondence to Jale Cakiroglu .

Editor information

Editors and Affiliations

  1. Science & Mathematics Education Centre, Curtin University of Technology, Perth, West Australia, Australia

    Barry J. Fraser

  2. The Graduate Centre, City University of New York, New York, 10016-4309, New York, USA

    Kenneth Tobin

  3. Ctr. Mathematics & Science Education, Queensland University of Technology, Victoria Park Rd., Kelvin Grove, 4059, Queensland, Australia

    Campbell J. McRobbie

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Cakiroglu, J., Capa-Aydin, Y., Hoy, A.W. (2012). Science Teaching Efficacy Beliefs. In: Fraser, B., Tobin, K., McRobbie, C. (eds) Second International Handbook of Science Education. Springer International Handbooks of Education, vol 24. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9041-7_31

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