ERIC Number: ED340705
Record Type: Non-Journal
Publication Date: 1991-Apr
Reference Count: N/A
Gender Differences in Elementary Science Teacher Self-Efficacy.
Riggs, Iris M.
The purpose of the study described here was to examine gender as it affects elementary-school teacher attitudes towards teaching science. The Science Teaching Efficacy Belief Instrument (STEBI) was employed to measure the self-efficacy and outcome expectancy beliefs of elementary preservice and inservice teachers. Due to the experience of females in society and in schools, it was hypothesized that they would have lower science teaching self-efficacy beliefs than their male counterparts. This hypothesis was tested on two independent samples: a sample of practicing elementary teachers from both rural and urban school districts (N=331) and a sample of rural and urban preservice teachers (N=210). The results revealed significantly higher scores for males on self-efficacy for science teaching in both inservice and preservice samples. No significant differences were obtained for outcome expectancy scores. Findings suggest that methods courses in teacher education programs focus on preservice teachers' own experiences with science and past education inequities. Potential teachers' reflections regarding gender equity and their own educational experiences need to be addressed in order to close the gender efficacy gap and enable all teachers to approach science teaching with the same vigor. (LL)
Descriptors: Elementary Education, Elementary School Teachers, Equal Education, Higher Education, Inservice Teacher Education, Methods Courses, Nondiscriminatory Education, Preservice Teacher Education, Science Education, Science Teachers, Self Efficacy, Sex Differences, Sex Fairness, Teacher Attitudes, Teacher Effectiveness, Womens Education
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A