Pre-service Science and Mathematics Teachers’ Teaching Efficacy Beliefs and Attitudes toward Teaching: A Partial Correlation Research

Oct 15, 2026

Uploaded by Mary Man

Teachers with high self-efficacy and positive attitudes are more likely to adopt new, constructivist approaches and build learning environments that support students’ 21st-century skills. This correlational study examines pre-service elementary science and mathematics teachers’ beliefs and attitudes by gender, grade level, and department, using partial correlation. Findings indicate females report higher teaching efficacy and more positive attitudes than males, with 4th graders perceiving stronger efficacy for engagement and instructional strategies than 1st graders.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Introduction

Teacher role in 21st-century learning

Teacher efficacy and teaching practices

Australian Journal of Teacher Education | Volume 45 Issue 9 | Article 3 | | --- | --- | | 2020
Pre-service Science and Mathematics Teachers’ Teaching Efficacy Beliefs and Attitudes toward Teaching: A Partial Correlation Research
Büşra Kartal
Kırşehir Ahi Evran University, Turkey, [busra.kartal@ahievran.edu.tr](busra.kartal@ahievran.edu.tr)
Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)
Part of the Teacher Education and Professional Development Commons | | Recommended Citation Kartal, B. (2020) . Pre-service Science and Mathematics Teachers’ Teaching Efficacy Beliefs and Attitudes toward Teaching: A Partial Correlation Research. Australian Journal of Teacher Education, 45(9) . [http://dx.doi.org/10.14221/ajte.2020v45n9.3](http://dx.doi.org/10.14221/ajte.2020v45n9.3) [This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol45/iss9/3](https://ro.ecu.edu.au/ajte/vol45/iss9/3) Pre-Service Science And Mathematics Teachers’ Teaching Efficacy Beliefs And Attitudes Toward Teaching: A Partial Correlation Research Büşra Kartal Kırşehir Ahi Evran University, Turkey Abstract: Teachers with a high level of self-efficacy and positive attitudes are more likely to use new and constructivist approaches and to create a learning environment in which students may develop 21stcentury skills. Examining pre-service teachers’ attitudes and beliefs related to teaching allow teacher preparation programs to evaluate their effectiveness on beliefs and attitudes. This correlational research investigated pre-service elementary science and mathematics teachers’ beliefs and attitudes due to gender, grade level, and department, and revealed the reliable correlation between beliefs and attitudes performing partial correlation. Results show that females feel more efficacious in teaching and have more positive attitudes than males. 4th grades also perceive a higher level of efficacy for student engagement and using instructional strategies than 1st grades. Partial correlation coefficients revealed positive strong relationships between attitudes and efficacy beliefs. Recommendations are suggested based on implications. Introduction Science and mathematics achievement have been a particular topic of interest to the education community, the business world, policymakers, and administrators as it also refers to being successful in technology and economics (Kalender & Berberoglu, 2009; NAS, 2006) . Success in science and mathematics help communities to overcome challenges to be competitive in the global economy. It is needed new approaches and trends such as STEM, in science and mathematics education to overcome the challenges faced in the global and knowledge-based world (Acar, Tertemiz, & Taşdemir, 2018) . Therefore, the focus in science and mathematics education shifted from rote memorisation to comprehension and application of scientific and mathematical concepts in real-life (Siebert & Draper, 2012) . The reforms around the world have aimed to achieve the goal of creating mathematically and scientifically literate students (Atar & Atar, 2012) . The shift in the focus of education worldwide has also affected the role of teachers and students in the 21st century (Uyanık, 2016) . Teachers are expected to share knowledge with students and to guide them to construct new knowledge as well as students are expected to become effective problem solvers in daily lives using mathematical and scientific knowledge and language (Colwell & Enderson, 2016) . This may occur when students rely on their skills (Özgen & Bindak, 2008) as trusting in their skills encourage students to make more effort in performing a particular task (Bandura 1977) . However, students’ self-efficacy related to mathematics seemed to decrease in grade 7 or earlier (Chang, 2015). Promoti

FAQs

What is the study’s main focus?

The study investigates pre-service elementary science and mathematics teachers’ teaching efficacy beliefs and attitudes toward teaching, and how these relate through partial correlation.

How do gender differences appear in the results?

Results indicate females feel more efficacious in teaching and show more positive attitudes than males.

Do grade levels differ in perceived teaching efficacy?

Yes. 4th graders perceive higher efficacy for student engagement and the use of instructional strategies than 1st graders, and partial correlation shows positive strong relationships between attitudes and efficacy beliefs.

Oct 15, 2026

Uploaded by Mary Man