Inspiring Instructional Change in Elementary School Science: The Relationship Between Enhanced Self-efficacy and Teacher Practices

This longitudinal study examined the extent to which teachers’ participation in a 3-year professional development program enhanced their self-efficacy and prompted changes in science instruction in the early elementary grades. The study used a mixed-methods design, and included 39 teachers who taught in kindergarten, first grade, or second grade classrooms in rural school districts. Data sources, administered pre-program and at the end of each year, included a self-efficacy assessment and teacher survey. Interviews and classroom observations provided corroborating data about teachers’ beliefs and science instruction. Results showed significant increases in teachers’ overall self-efficacy in teaching science, personal efficacy, and outcome expectancy efficacy during the 3 years. Gains in self-efficacy were correlated with changes in reported instructional practices, particularly student participation activities. However, changes in self-efficacy tended not to be correlated with changes in instructional time. Contextual factors beyond teachers’ direct control, such as curricular and testing requirements in mathematics and language arts influenced time allotted to science instruction.

[1]  K. Smith,et al.  A Legacy of Leadership and Lessons Learned: Results from the Rural Systemic Initiatives for Improving Mathematics and Science Education. , 2007 .

[2]  A. Bandura.  Self-efficacy: toward a unifying theory of behavioral change. , 1977, Psychological review.

[3]  L. Enochs,et al.  Toward the development of an elementary teacher's science teaching efficacy belief instrument , 1990 .

[4]  Jonathan A. Supovitz,et al.  The Effects of Professional Development on Science Teaching Practices and Classroom Culture , 2000 .

[5]  Matthew J. Koehler,et al.  “Science Talks” in Kindergarten Classrooms: Improving Classroom Practice Through Collaborative Action Research , 2010 .

[6]  A. Bandura.  Self-Efficacy: The Exercise of Control , 1997, Journal of Cognitive Psychotherapy.

[7]  J. Bransford,et al.  How students learn : history, mathematics, and science in the classroom , 2005 .

[8]  Lee A. Plourde.  The Influence of Student Teaching on Preservice Elementary Teachers' Science Self-Efficacy and Outcome Expectancy Beliefs , 2002 .

[9]  D. Prasad.  Data Collection Strategies in Mixed Method Research , 2012 .

[10]  L. Darling-Hammond,et al.  Teaching as the Learning Profession : Handbook of Policy and Practice , 1999 .

[11]  A. W. Hoy,et al.  Collective Efficacy Beliefs:Theoretical Developments, Empirical Evidence, and Future Directions , 2004 .

[12]  P. Keely.  Elementary Science Education in the K-12 System , 2009 .

[13]  Professional Development: Planning and Design , 2008 .

[14]  Beth Basista,et al.  Integrated Science and Mathematics Professional Development Programs , 2002 .

[15]  Cathy Ringstaff,et al.  Assessing the impact of teacher professional development on science instruction in the early elementary grades in rural US schools , 2013 .

[16]  Megan Tschannen-Moran,et al.  Teacher Efficacy: Its Meaning and Measure , 1998 .

[17]  James B. Carroll,et al.  An Extended Examination of Preservice Elementary Teachers' Science Teaching Self‐Efficacy , 2003 .

[18]  David H. Palmer.  Durability of Changes in Self‐efficacy of Preservice Primary Teachers , 2006 .

[19]  Barbara P. Heath,et al.  The impact of science content and professional learning communities on science teaching efficacy and standards‐based instruction , 2011 .

[20]  Nancy P. Moreno,et al.  An Examination of Change in Teacher Self-Efficacy Beliefs in Science Education Based on the Duration of Inservice Activities , 2001 .

[21]  Myron H. Dembo,et al.  Teacher efficacy: A construct validation. , 1984 .

[22]  John A. Ross,et al.  Within-teacher predictors of teacher efficacy , 1996 .

[23]  S. Loucks-Horsley.  Designing Professional Development for Teachers of Science and Mathematics , 1997 .

[24]  W. Hawley,et al.  The essentials of effective professional development: A new consensus. , 1999 .

[25]  P. Smith,et al.  Report of the 2012 National Survey of Science and Mathematics Education. , 2013 .

[26]  L. Enochs,et al.  Toward the development of an efficacy belief instrument for elementary teachers , 1990 .

[27]  D. Caulley.  Qualitative research for education: An introduction to theories and methods , 2007 .

[28]  G. Ramsey,et al.  The Professional Development of Science Teachers. , 1976 .

[29]  James J. Watters,et al.  Science teaching self-efficacy in a primary school: A case study , 1995 .

[30]  Jamison D. Fargo,et al.  The Cumulative and Residual Impact of a Systemic Reform Program on Teacher Change and Student Learning of Science , 2010 .

[31]  Brenda Brand,et al.  Enhancing Teachers’ Application of Inquiry‐Based Strategies Using a Constructivist Sociocultural Professional Development Model , 2011 .

[32]  Jeffrey P. Dorman,et al.  Assessment of Science Teaching Efficacy of Preservice Teachers in an Australian University , 2004 .

[33]  Laura M. Desimone,et al.  Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures , 2009 .

[34]  Haim Eshach,et al.  Should Science be Taught in Early Childhood? , 2005 .

[35]  Tracy J. Posnanski.  Professional Development Programs for Elementary Science Teachers: An Analysis of Teacher Self-Efficacy Beliefs and a Professional Development Model , 2002 .

[36]  C. Teddlie,et al.  SAGE Handbook of Mixed Methods in Social & Behavioral Research , 2010 .

[37]  Svetlana A. Beltyukova,et al.  The impact of a professional development program integrating informal science education on early childhood teachers’ self-efficacy and beliefs about inquiry-based science teaching , 2009 .

[38]  A. Onwuegbuzie,et al.  Toward a Definition of Mixed Methods Research , 2007 .

[39]  J. Mintzes,et al.  Enhancing Self-Efficacy in Elementary Science Teaching With Professional Learning Communities , 2013 .

[40]  Cathy Ringstaff,et al.  Reversing the Downward Spiral of Science Instruction in K-2 Classrooms , 2011 .

[41]  Norman G. Lederman,et al.  Handbook of Research on Science Education , 2023 .

[42]  Miguel P Caldas,et al.  Research design: qualitative, quantitative, and mixed methods approaches , 2003 .

[43]  Robert J. Stevens,et al.  Advances in research on teaching , 1981 .

[44]  L. Darling-Hammond,et al.  Professional learning in the learning profession: A status report on teacher development in the United States and abroad. , 2009 .

[45]  M. Daniel DeCillis,et al.  The Preparation of Elementary School Teachers to Teach Science in California , 2010 .

[46]  H. Schweingruber,et al.  TAKING SCIENCE TO SCHOOL: LEARNING AND TEACHING SCIENCE IN GRADES K-8 , 2007 .

[47]  Gary W. Ritter,et al.  Next Generation Science Standards , 2013 .

[48]  Instructional Time in Elementary Schools: A Closer Look at Changes for Specific Subjects , 2008 .

[49]  Tarik Tosun.  The Beliefs of Preservice Elementary Teachers Toward Science and Science Teaching , 2000 .

[50]  S. Raudenbush,et al.  Contextual Effects on the Self-Perceived Efficacy of High School Teachers. , 1992 .

[51]  Iris R. Weiss,et al.  Lessons from a Decade of Mathematics and Science Reform: A Capstone Report for the Local Systemic Change through Teacher Enhancement Initiative. , 2006 .

[52]  Megan Tschannen-Moran,et al.  The differential antecedents of self-efficacy beliefs of novice and experienced teachers. , 2007 .

[53]  R. Dorph,et al.  High Hopes--Few Opportunities: The Status of Elementary Science Education in California. Strengthening Science Education in California. , 2011 .

[54]  P. David Pearson,et al.  The impact of an integrated approach to science and literacy in elementary school classrooms , 2012 .

[55]  Ronald D. Anderson,et al.  The ideal of Standards and the reality of schools : Needed research , 2001 .