Pre service primary teachers' self efficacy in science teaching: The Fiji perspective

Abstract

The self-efficacy of pre-service primary school teachers in Fiji (n = 131) has been investigated by the administration of the Science Teaching Efficacy Beliefs Instrument (STEBI), the first application of this instrument in a non-western context. Alpha reliability data suggests that the STEBI may be a useful tool for investigation for pre-service teachers' Personal Science Teaching Efficacy Beliefs (PSTE), but is less reliable for their Science Teaching Outcome Expectancy (STOES). Quantitative data surveys were supplemented by qualitative data obtained from interviews (n = 10). The survey data indicate that self-efficacy is higher amongst pre-service teachers in Fiji compared with their western counterparts. There were no significant differences in self-efficacy for the different sexes, but a statistically significant difference was observed between the two ethnic groups, with Indians scoring higher than Fijians. Comparison of self-efficacy data with tests scores obtained in an earlier study suggests that some respondents have high self-efficacy despite having weak scientific knowledge. Qualitative data along with data from previous work, suggests that one reason for higher self-efficacy amongst respondents may be their prior learning experiences.