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.
Original language | English |
---|---|
Pages (from-to) | 78-89 |
Number of pages | 12 |
Journal | International Journal of Educational Research |
Volume | 66 |
DOIs | |
Publication status | Published - Mar 2014 |