Ma. Rachel Kim L. Aure and Richard R. Jugar
ABSTRACT
This study investigated the self-efficacy levels of pre-service science and mathematics teachers in a Philippine state university. A total of 172 pre-service science and mathematics teachers served as respondents of the study. Data collection was done through the use of the Science and Mathematics Teaching Efficacy Belief Instrument for Pre-service Teachers. The ANOVA indicated significant difference self-efficacy according to year level such that fourth year pre-service teachers indicated a statistically significant decrease. No significant difference was observed for gender and specialization. As regards to the type of courses as predictors of self-efficacy level, general education courses showed low positive predictive power (β = 0.180) whereas specialization courses and professional education courses showed a negative predictive power of β = -0.198 and β = -0.702 respectively. General education and professional education courses displayed significant predictive power at p < 0.05 whereas specialization courses did not (p=0.151). The overall explanatory power of the regression model was 61.1% (R2 = 0.611, F(3,171) = 90.419, p < 0.001). The 2 implications on the teacher education preparation as well as for future directions are likewise discussed.
Keywords: pre-service, science and mathematics education, self-efficacy, teacher preparation
Annals of Tropical Research 39(1):135-146(2017)
https://doi.org/10.32945/atr3919.2017
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