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Measurement of Science Teachers’ Efficacy Beliefs

The Role of the Science Teaching Efficacy Belief Instrument

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The Role of Science Teachers’ Beliefs in International Classrooms

Abstract

Since its development in 1990, the Science Teaching Efficacy Belief Instrument (STEBI, versions A and B) has been used to investigate pre-service and in-service elementary teachers’ beliefs about teaching and learning science from multiple international perspectives. This chapter will consider the ways that the STEBI has been used by educational researchers, the contributions STEBI-based research has made to our understanding of science teaching self-efficacy, the potential benefits to the field of science education reaped by investigation of teacher beliefs, and recommendations for future STEBI-supported research.

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Author information

Authors and Affiliations

  1. Department of Curriculum and Instruction, College of Education, Kansas State University, United States

    Gail Shroyer

  2. Department of Science, Mathematics, and Technology Education, College of Education, California State University, San Bernardino, United States

    Iris Riggs

  3. Science and Mathematics Education, Oregon State University, United States

    Larry Enochs (Professor Emeritus)

Authors
  1. Gail Shroyer
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  2. Iris Riggs
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  3. Larry Enochs
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Editor information

Editors and Affiliations

  1. University of Copenhagen, Denmark

    Robert Evans

  2. University of Georgia, USA

    Julie Luft

  3. University of Toledo, USA

    Charlene Czerniak

  4. National Science Foundation, Arlington, USA

    Celestine Pea

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Shroyer, G., Riggs, I., Enochs, L. (2014). Measurement of Science Teachers’ Efficacy Beliefs. In: Evans, R., Luft, J., Czerniak, C., Pea, C. (eds) The Role of Science Teachers’ Beliefs in International Classrooms. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-557-1_7

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