Journal of Science Teacher Education

, Volume 22, Issue 2, pp 187–202 | Cite as

Changes in Preservice Elementary Teachers’ Personal Science Teaching Efficacy and Science Teaching Outcome Expectancies: The Influence of Context

  • Richard P. Hechter


This study investigated contextual changes in perceptions of science teaching self-efficacy through pre-, post- and retrospective administrations of the Science Teaching Expectancy Belief Instrument (STEBI-B) among preservice elementary teachers when exposed to a science teaching methods course. Findings revealed that the number of postsecondary science courses completed, and prior school science experiences had a significant main effect on personal science teaching efficacy (PSTE) but not science teaching outcome expectancy (STOE). There was no evidence for significant interaction effects between variables on both efficacy subscales. The implications of this study relate to organization, structure, and dynamics of elementary science teacher preparation.


Science teaching self-efficacy Preservice elementary teacher education Retrospective testing STEBI-B Context 



The author thanks Drs. Mark Guy, Randall Bowden, Steven LeMire, and Tim Young for their valuable contributions, mentorship, and support of this work.


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Copyright information

© The Association for Science Teacher Education, USA 2010

Authors and Affiliations

  1. 1.University of ManitobaWinnipegCanada

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