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

Merryn McKinnon*, Jase Moussa-Inaty, Lydia Barza

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    13 Citations (Scopus)

    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 languageEnglish
    Pages (from-to)78-89
    Number of pages12
    JournalInternational Journal of Educational Research
    Volume66
    DOIs
    Publication statusPublished - Mar 2014

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