Assessing Teachers' Beliefs about Their Science Teaching Context

TLDR

The study aimed to develop and apply a method for assessing teachers’ beliefs about their science teaching context. The method involved interviewing 130 teachers to generate 28 environmental factor categories, creating a 26‑item instrument from these categories, and testing it with 262 teachers in long‑term professional development programs. Factor analysis confirmed two subscales, and the instrument showed modest correlations with outcome‑expectancy beliefs and low correlations with self‑efficacy, indicating that teachers held fairly positive context beliefs and that the assessment complements existing self‑efficacy measures for profiling and planning. © 2000 John Wiley & Sons, Inc., J Res Sci Teach 37: 275–292.

Abstract

The primary purpose of this study was to develop and apply a method for assessing teachers' context beliefs about their science teaching environment. Interviews with 130 purposefully selected teachers resulted in 28 categories of environmental factors and/or people who were perceived to influence science teaching. These categories were used to develop items for the Context Beliefs about Teaching Science instrument and provided evidence for content validity. Construct validity was partially confirmed through factor analysis that resulted in 26 items and two subscales on the final instrument. Using Ford's Motivation Systems Theory and Bandura's Theory of Collective Efficacy, additional evidence for construct validity was found in the modest correlation of context beliefs with outcome expectancy beliefs and the low correlation with science teaching self-efficacy beliefs. The instrument was tested using 262 teachers participating in long-term science professional development programs. These teachers possessed fairly positive context beliefs and, according to Ford's theory, should be capable of effective functioning in the classroom. It was concluded that the assessment of context beliefs would complement current science teacher self-efficacy measures, thereby allowing researchers to develop profiles of science teachers' personal agency belief patterns. It could also be used to determine the factors which predict particular personal agency belief patterns, and assess teachers' perceptions of the strengths and weaknesses of school science programs, and could be used in planning and monitoring professional development experiences for science teachers. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 275–292, 2000.