Teacher self efficacy in teaching science process skills
An experience of biology teachers in Morogoro - Tanzania
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This study intended to assess and document the self efficacy level of the current secondary school science teachers in Tanzania towards teaching of science process skills. Science process skills have been heavily emphasized in the newly introduced Competence Based Curriculum of 2005. This manuscript specifically provide information about the self efficacy level of Morogoro Municipality Biology teachers with regard to the teaching of integrated science process skills, and the influence of teachers knowledge level of science process skills on their self efficacy towards teaching these scientific...
This study intended to assess and document the self efficacy level of the current secondary school science teachers in Tanzania towards teaching of science process skills. Science process skills have been heavily emphasized in the newly introduced Competence Based Curriculum of 2005. This manuscript specifically provide information about the self efficacy level of Morogoro Municipality Biology teachers with regard to the teaching of integrated science process skills, and the influence of teachers knowledge level of science process skills on their self efficacy towards teaching these scientific skills to learners. Science process skills approach by Chiappetta & Koballa (2002), and Bandura s (1997) self efficacy theory, formed the conceptual and theoretical framework of the study respectively. Science Teaching Self-Efficacy Belief Instrument (STEBI-A) and a test of Integrated Process Skills developed by Mungandi (2005) were used to collect data among 63 sampled biology teachers. The results indicated that Morogoro Biology teachers have unsatisfactory knowledge of science process skills and average self efficacy level. The book recommends an urgent need to refocus on science
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