The influence of science teachers' beliefs, attitudes, self-efficacy and school context on integrated STEM teaching practices
Teachers' teaching practices are influenced by various factors, including the teacher's personal (e.g. beliefs, efficacy and attitudes) and school context (e.g. administrative and collegial support). However, the previous model did not consider the interactions between these factors simult...
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my.um.eprints.460382024-08-20T03:44:27Z http://eprints.um.edu.my/46038/ The influence of science teachers' beliefs, attitudes, self-efficacy and school context on integrated STEM teaching practices Mohd Shahali, Edy Hafizan Halim, Lilia L Education (General) LC Special aspects of education Teachers' teaching practices are influenced by various factors, including the teacher's personal (e.g. beliefs, efficacy and attitudes) and school context (e.g. administrative and collegial support). However, the previous model did not consider the interactions between these factors simultaneously in effecting the teaching practices. Thus, an integrated model is needed to gain a better understanding of teachers' teaching practices. This study proposes a structural equation model by integrating beliefs (constructivist conception of teaching and learning) (CC), self-efficacy in integrated STEM teaching (SE), attitudes towards integrated STEM teaching (ATT) and school context (CF) in predicting science teachers' integrated STEM teaching practices (TP). The results of a cross-sectional survey of 333 science teachers show that desired improvements in the CC, SE, ATT and CF may result in corresponding changes in the TP. The effects of CC on TP are fully mediated by ATT, while SE affects TP both directly and indirectly via ATT. The results of the study provide a theoretical base for prospective researchers involved in exploring integrated STEM training or other active learning practices. Springer 2024-04 Article PeerReviewed Mohd Shahali, Edy Hafizan and Halim, Lilia (2024) The influence of science teachers' beliefs, attitudes, self-efficacy and school context on integrated STEM teaching practices. International Journal of Science and Mathematics Education, 22 (4). pp. 787-807. ISSN 1571-0068, DOI https://doi.org/10.1007/s10763-023-10403-9 <https://doi.org/10.1007/s10763-023-10403-9>. 10.1007/s10763-023-10403-9 |
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L Education (General) LC Special aspects of education Mohd Shahali, Edy Hafizan Halim, Lilia The influence of science teachers' beliefs, attitudes, self-efficacy and school context on integrated STEM teaching practices |
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Teachers' teaching practices are influenced by various factors, including the teacher's personal (e.g. beliefs, efficacy and attitudes) and school context (e.g. administrative and collegial support). However, the previous model did not consider the interactions between these factors simultaneously in effecting the teaching practices. Thus, an integrated model is needed to gain a better understanding of teachers' teaching practices. This study proposes a structural equation model by integrating beliefs (constructivist conception of teaching and learning) (CC), self-efficacy in integrated STEM teaching (SE), attitudes towards integrated STEM teaching (ATT) and school context (CF) in predicting science teachers' integrated STEM teaching practices (TP). The results of a cross-sectional survey of 333 science teachers show that desired improvements in the CC, SE, ATT and CF may result in corresponding changes in the TP. The effects of CC on TP are fully mediated by ATT, while SE affects TP both directly and indirectly via ATT. The results of the study provide a theoretical base for prospective researchers involved in exploring integrated STEM training or other active learning practices. |
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Article |
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Mohd Shahali, Edy Hafizan Halim, Lilia |
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Mohd Shahali, Edy Hafizan Halim, Lilia |
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Mohd Shahali, Edy Hafizan |
title |
The influence of science teachers' beliefs, attitudes, self-efficacy and school context on integrated STEM teaching practices |
title_short |
The influence of science teachers' beliefs, attitudes, self-efficacy and school context on integrated STEM teaching practices |
title_full |
The influence of science teachers' beliefs, attitudes, self-efficacy and school context on integrated STEM teaching practices |
title_fullStr |
The influence of science teachers' beliefs, attitudes, self-efficacy and school context on integrated STEM teaching practices |
title_full_unstemmed |
The influence of science teachers' beliefs, attitudes, self-efficacy and school context on integrated STEM teaching practices |
title_sort |
influence of science teachers' beliefs, attitudes, self-efficacy and school context on integrated stem teaching practices |
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Springer |
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2024 |
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http://eprints.um.edu.my/46038/ |
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