Science teaching self-efficacy of culturally foreign teachers: A baseline study in Abu Dhabi
Source of Publication
International Journal of Educational Research
The research presented describes an exploratory study examining the science teaching efficacy beliefs of culturally foreign teachers in Abu Dhabi's primary schools, private and public. A standardized teacher self-efficacy instrument (STEBI A) specific to science education was used to collect data on teachers' perceptions of their strengths and weaknesses in the area of science education. Results showed a much lower sense of self-efficacy in comparison to other studies elsewhere in the world, and indicate cultural adaptation - both personal and professional - may influence teaching efficacy of beginning and experienced teachers. Self-efficacy of teachers working within a culturally different environment is an underexplored field and is worthy of future research. © 2014 Elsevier Ltd.
Primary school, Science education, Teacher self-efficacy, United Arab Emirates
McKinnon, Merryn; Moussa-Inaty, Jase; and Barza, Lydia, "Science teaching self-efficacy of culturally foreign teachers: A baseline study in Abu Dhabi" (2014). All Works. 3027.
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