Qualitative Exploratory Case Study on Improving Practicing Elementary Teachers’ Science Self-Efficacy
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2022
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Abstract
Determining how to increase practicing elementary teacher science instruction self-efficacy through ongoing professional development has been a problem in one urban Texas school district. Existing literature indicated science instruction self-efficacy could be built using professional development. However, there is a gap in the literature regarding the short and long-term effects of professional development on practicing elementary teachers’ self-efficacy in science instruction. The four pillars of the transformational leadership theory combined with the social learning theory provided a framework for professional development based on elementary teachers’ perceptions of self-efficacy in science instruction. This qualitative exploratory case study examined a purposive sample of 15 out of 395 practicing elementary teachers’ perceptions of their science instruction self-efficacy using questionnaires, focus group discussions, reflective writings, and individual interviews as a first step towards growing their self-efficacy. Triangulation of the three data sources provided emerging themes reflecting elementary teachers’ perceptions of science instruction self-efficacy needs. Sessions were developed to address the identified themes: lack of material and time, student engagement, teacher content knowledge, and confidence in behavior management. Elementary teachers’ perceptions of their self-efficacy in science content knowledge and pedagogy before, during, and after receiving professional development were considered to identify service delivery methods that effectively supported science self-efficacy growth through improved teaching practices. Teacher feedback during and after participation indicated most participants experienced improved perceived self-efficacy.
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