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Enochs, Larry G.; Riggs, Iris M. – 1990
If elementary science education is to be improved, elementary teachers must be willing to devote more time and energy to the curriculum. Increased self-efficacy and outcome expectancy beliefs were predicted antecedents to the behavior change. This study was designed to provide a valid and reliable measure of the teacher self-efficacy of preservice…
Descriptors: Beliefs, Elementary Education, Elementary School Science, Elementary School Teachers
Riggs, Iris M. – 1991
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…
Descriptors: Elementary Education, Elementary School Teachers, Equal Education, Higher Education
Riggs, Iris M.; Enochs, Larry G. – 1989
Data indicate that although science is required of all students in elementary school, elementary teachers do not usually teach science as a high priority or in a way that enhances student achievement. A myriad of possible causes for existing voids in this teaching process have been suggested by researchers. Teacher belief systems have been…
Descriptors: Academic Achievement, Educational Research, Elementary Education, Elementary School Science
Riggs, Iris M.; Sandlin, Ruth A. – 2002
This study examined the impact of a beginning teacher induction program on involved mentors' teaching competence. Additionally, it investigated the relationship of mentor's self-efficacy to program impact. Approximately 1,600 beginning teachers and 700 mentors from 56 school districts participated in a state-funded induction program in which…
Descriptors: Beginning Teacher Induction, Beginning Teachers, Elementary Secondary Education, Faculty Development