Science Teacher Efficacy and Outcome Expectancy as Predictors of Students' End-of-Instruction (EOI) Biology I Test Scores

Autor/inn/en	Angle, Julie; Moseley, Christine
Titel	Science Teacher Efficacy and Outcome Expectancy as Predictors of Students' End-of-Instruction (EOI) Biology I Test Scores
Quelle	In: School Science and Mathematics, 109 (2009) 8, S.473-483 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
Schlagwörter	Science Teachers; Secondary School Teachers; Teacher Effectiveness; Predictor Variables; Self Efficacy; Biology; Scores; High School Students; Science Tests; Teacher Expectations of Students + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Prädiktor; Self-efficacy; Selbstwirksamkeit; Biologie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The purpose of this study was to compare teacher efficacy beliefs of secondary Biology I teachers whose students' mean scores on the statewide End-of-Instruction (EOI) Biology I test met or exceeded the state academic proficiency level (Proficient Group) to teacher efficacy beliefs of secondary Biology I teachers whose students' mean scores on the EOI Biology I test fell below the state academic proficiency level (Non-proficient Group). The mean difference on the Personal Science Teaching Efficacy (PSTE) subscale scores between the two groups was not statistically significant. This indicates that personal science teaching efficacy was not statistically related to how a teacher s students scored on the EOI Biology I test. The mean difference on the Science Teaching Outcome Expectancy (STOE) subscale scores demonstrated a statistically significant difference between the science teaching outcome expectancy of the Non-proficient Group and Proficient Group teachers. Proficient Group teachers had significantly higher STOE scores than teachers Non-proficient Group teachers. This finding suggests that End-of-Instruction Biology I test scores were related to the expectations that a teacher held for his/her students to learn biology regardless of student home environment, availability of classroom materials, or student motivation. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	School Science and Mathematics Association. Oklahoma State University, 245 Willard, Stillwater, OK 74078. Tel: 405-744-8018; Fax: 405-744-6290; e-mail: office@ssma.org; Web site: http://ssmj.tamu.edu.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10