Science teaching self-efficacy of culturally foreign teachers: A baseline study in Abu Dhabi

Author First name, Last name, Institution

Merryn McKinnon, The Australian National University
Jase Moussa-Inaty, Zayed University
Lydia Barza, Zayed University

ORCID Identifiers

0000-0002-0270-9895

0000-0003-0890-4701

Document Type

Article

Source of Publication

International Journal of Educational Research

Publication Date

1-1-2014

Abstract

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.

DOI Link

10.1016/j.ijer.2014.03.001

ISSN

0883-0355

Publisher

Elsevier Ltd

Volume

66

First Page

78

Last Page

89

Disciplines

Education

Keywords

Primary school, Science education, Teacher self-efficacy, United Arab Emirates

Scopus ID

84899894123

Recommended Citation

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.
https://zuscholars.zu.ac.ae/works/3027

Indexed in Scopus

yes

Open Access

no