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This paper examines how science teaching efficacy beliefs and practices differ between Australian primary teachers who have and have not engaged with science professional development, beyond any single program context. A mainly quantitative study of 206 educators used online-survey demographic, efficacy, and practice data, analyzed through descriptive statistics, ANOVA, and Chi Square, with supplementary qualitative thematic analysis.",{"@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/relations-between-australian-primary-teachers-reported-professional-development-engagement-and-their-science-teaching-practices-and-efficacy-beliefs/594182/",{"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/relations-between-australian-primary-teachers-reported-professional-development-engagement-and-their-science-teaching-practices-and-efficacy-beliefs/594182.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main research focus of the paper?","Question",{"text":112,"@type":113},"The paper investigates how Australian primary teachers’ science teaching efficacy beliefs and practices vary between those who have engaged with science professional development and those who have not.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted and analyzed?",{"text":117,"@type":113},"The study used online survey responses from 206 Australian public primary educators. Quantitative data were analyzed with descriptive statistics, ANOVA, and Chi Square, while supplementary qualitative data were analyzed thematically.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcomes did the paper report for teachers who attended professional development?",{"text":121,"@type":113},"Teachers who reported engaging with science professional development showed significantly higher scores on science teaching efficacy, teaching approaches, and curriculum coverage, and were more likely to use approaches aligned with improving students’ scientific literacy.","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},594182,1792209418,{"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":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":36,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Relations Between Australian Primary Teachers’ Reported Professional Development Engagement and Their Science Teaching Practices and  \nEfficacy Beliefs  \nJames Deehan  \nAmy MacDonald  \nCharles Sturt University  \nAbstract: Professional development has long been viewed as crucial  \nto sustained improvement in the quality of primary science education.  \nThis paper considers professional development beyond the context of a specific program by examining how the science teaching efficacy beliefs and practices vary between teachers who both have and have  \nnot engaged with science professional development. This paper  \nreports on a primarily quantitative study wherein a sample of 206 Australian public primary educators responded to an online survey  \ncapturing demographic, science teaching efficacy and science  \nteaching practice data. Quantitative data were analysed via  \ndescriptive, ANOVA and Chi Square analyses. The supplementary  \nqualitative data were analysed thematically. More participants  \nreportedly not participating in science professional development  \n(n=128) than those that did (n=78), with teachers based in non  \nmetropolitan and disadvantaged schools being proportionally  \noverrepresented in the “No PD” group. The results showed that  \nteachers who reportedly engaged with science professional  \ndevelopment showed significantly higher scores on measures of  \nscience teaching efficacy, science teaching approaches and  \ncurriculum coverage. Professional development attendees were also  \nmore likely to use science teaching approaches aligned with the  \nbroader goal of improving students’ scientific literacy. This research  \nhas implications for increasing access to science professional  \ndevelopment opportunities for primary educators. It also shows that  \nthe benefits commonly associated with specific professional  \ndevelopment programs cannot be solely attributed to the  \ncharacteristics of teachers willing to pursue such opportunities  \nbecause the non-attendees in this study were still engaged and  \nconfident enough to participate in this research project.  \nKeywords: science education; primary education; professional development; teacher efficacy; teacher beliefs; quality improvement  \nIntroduction and Literature Review  \nQuality science education must be emphasised in our increasingly complex and tumultuous world. It is imperative that our future generations become scientifically literate citizens who are able to flexibly apply their science knowledge and skills to real world  \ncontexts as informed global citizens (Akerson & Bartels, 2023; Bybee, 1997; Roberts & Bybee, 2014) . Scientific literacy is about understanding the way scientific evidence and insights can benefit people in their everyday lives (Goodrum et al., 2001; Rennie, 2005) . Australian national (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2013; 2019; 2024) and international (Martin et al., 1997; Thomson et al., 2020) assessments offer compelling, albeit flawed insights into the scientific literacy of primary learners (Baker, 1997; Bracey, 2000; Schuelka, 2013; Wang, 2001; Zhao, 2020) . The Trends in International Mathematics and Science Study (TIMSS) is the preeminent assessment of Year 4 (i.e., 10 year old) learners across Organisation for Economic Cooperation and Development (OECD) nations; the triennial assessment shows that 90% of participating nations, including Australia, are falling below the high international threshold denoting age appropriate science and scientific literacy (Thomson et al., 2020) . This is not to say that science education systems are in decline, rather that international assessments are signalling stagnation amidst inconsistent findings (Georgiou, 2023). A recent assessment of the scientific literacy of 6089 Australian students indicated that 57% reached the proficiency threshold which denotes their emerging abilities to construct and explain scientific concepts, with reference to evidence, in famili","cbCaicMkLWboRSmL","https://ap.wps.com/l/cbCaicMkLWboRSmL","pdf",524109,"English","# Abstract\n# Introduction and Literature Review\n## Quality science education and scientific literacy\n## Assessment evidence and equity concerns\n## Teacher roles, constraints, and inquiry-based challenges\n## Teacher science content knowledge and teaching practices","[{\"question\":\"What is the main research focus of the paper?\",\"answer\":\"The paper investigates how Australian primary teachers’ science teaching efficacy beliefs and practices vary between those who have engaged with science professional development and those who have not.\"},{\"question\":\"How was the study conducted and analyzed?\",\"answer\":\"The study used online survey responses from 206 Australian public primary educators. Quantitative data were analyzed with descriptive statistics, ANOVA, and Chi Square, while supplementary qualitative data were analyzed thematically.\"},{\"question\":\"What outcomes did the paper report for teachers who attended professional development?\",\"answer\":\"Teachers who reported engaging with science professional development showed significantly higher scores on science teaching efficacy, teaching approaches, and curriculum coverage, and were more likely to use approaches aligned with improving students’ scientific literacy.\"}]","Relations Between Australian Primary Teachers’ Reported Professional Development Engagement and Their Science Teaching Practices and Efficacy Beliefs | PDF",1792078673,101]