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This case study examines how two experienced primary science teachers build self-efficacy (SE) beliefs and outcome expectancy through Bandura’s SE framework. Results indicate time-based development, with multiple influence sources shaping confidence in science teaching and the value of science. Strong outcome expectancy supports persistence and resilience, helping prevent SE weakening over time.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/primary-science-teachers-self-efficacy-and-outcome-expectancy-issue-5-a-case-study/593963/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/primary-science-teachers-self-efficacy-and-outcome-expectancy-issue-5-a-case-study/593963.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this case study?","Question",{"text":112,"@type":113},"To explore how two experienced primary science teachers build their self-efficacy beliefs and outcome expectancy.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which theoretical framework guides the study?",{"text":117,"@type":113},"Bandura’s (1977) self-efficacy framework is used to interpret participants’ experiences and beliefs, especially the four sources of influence.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about teachers’ self-efficacy?",{"text":121,"@type":113},"Teachers’ self-efficacy beliefs developed over time and were supported by sources of influence related to confidence in science teaching capability and the value of science.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593963,1792189170,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 45  Issue 9 |  | Article 5 |\n| --- | --- | --- |\n| 2020\u003Cbr>Primary Science Teachers’ Self-Efficacy and Expectancy: A Case Study\u003Cbr>Gillian Ward\u003Cbr>University of Auckland, [g.ward@auckland.ac.nz](g.ward@auckland.ac.nz)\u003Cbr>Helen Dixon\u003Cbr>University of Auckland\u003Cbr>Helen Withy\u003Cbr>University of Auckland\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Elementary Education and Teaching Commons | Outcome |  |\n\nRecommended Citation  \nWard, G., Dixon, H., & Withy, H. (2020) . Primary Science Teachers’ Self-Efficacy and Outcome Expectancy: A Case Study. Australian Journal of Teacher Education, 45(9) .  \n[http://dx.doi.org/10.14221/ajte.2020v45n9.5](http://dx.doi.org/10.14221/ajte.2020v45n9.5)  \n[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/iss9/5](https://ro.ecu.edu.au/ajte/vol45/iss9/5)  \nPrimary Science Teachers’ Self-Efficacy And Outcome Expectancy: A Case  \nStudy  \nGillian Ward  \nHelen Dixon  \nHelen Withy  \nThe University of Auckland, New Zealand  \nAbstract: Self-efficacious teachers are critical in the development of students’positive attitudes towards science and scientific literacy yet to date little attention has been given to studies of experienced  \nteachers ofprimary science and development of their self-efficacy (SE) beliefs. The aim of this study was to explore how two experienced teachers ofprimary science built their SE beliefs and outcome expectancy. Bandura’s (1977) SE framework provided the conceptual lens to understand participants’ experiences and beliefs. Findings suggest that teachers’ SE beliefs had developed over time, creating a foundation for a strong expectancy outcome. Each of the sources of influence made a significant contribution to their beliefs about their science teaching capability and the value ofscience. Seemingly, their strong outcome expectancy enabled them to be persistent and resilient, overcoming challenges as they arose. We argue that a strong expectancy outcome is necessary to ensure SE does not weaken overtime.  \nIntroduction  \nScience education is important in the preparation of the next generation of scientists and in the development of children’s scientific literacy (Organisation for Economic Cooperation and Development [OECD], 2008) . The New Zealand Curriculum [NZC](Ministry of Education [MoE], 2007) mirrors this latter goal in particular, stating that children will be able to “…participate as critical, informed, and responsible citizens in a society where science plays a significant role.”(p. 17). Primary science teachers are instrumental in delivering on these goals of teaching science to achieve the development of children’s early positive attitudes towards science and their growth towards becoming scientifically literate citizens (Bull, Gilbert, Barwick, Hipkins, & Barker, 2010; Hodson, 2011) . Arguably, robust self-efficacy (SE) beliefs are critical if teachers are to teach primary science in the ways imagined given that highly efficacious teachers are more likely to use student-centred teaching strategies (Plourde, 2002) .  \nSpecifically in New Zealand, primary teachers are generalists responsible for delivering the wider primary school curriculum (Anderson, 2015; Garbett, 2011) . Given the magnitude of such a task, it is unsurprising that teachers will feel more comfortable teaching particular subject areas over others. In relation to the teaching of science, whilst some practitioners teach primary science well, most do not or avoid teaching it altogether (Appleton, 2003; Lumpe, Czerniak, Haney, & Beltyukova, 2012). Considering that many teachers experience low levels of SE in teaching primary science (Anderson, 2015; Plourde,  \n2002), the challenge facing New Zealand is to consider ways in which the SE beliefs of teachers","cbCaid9P7t0kzlnb","https://ap.wps.com/l/cbCaid9P7t0kzlnb","pdf",240363,14,"English","# Abstract\n# Introduction\n## Context and importance of primary science teaching\n## Self-efficacy in teacher research\n# Self-efficacy","[{\"question\":\"What is the purpose of this case study?\",\"answer\":\"To explore how two experienced primary science teachers build their self-efficacy beliefs and outcome expectancy.\"},{\"question\":\"Which theoretical framework guides the study?\",\"answer\":\"Bandura’s (1977) self-efficacy framework is used to interpret participants’ experiences and beliefs, especially the four sources of influence.\"},{\"question\":\"What do the findings suggest about teachers’ self-efficacy?\",\"answer\":\"Teachers’ self-efficacy beliefs developed over time and were supported by sources of influence related to confidence in science teaching capability and the value of science.\"}]","Primary Science Teachers’ Self-Efficacy and Outcome Expectancy - Issue 5 - A Case Study | PDF",1792078277,35]