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Research in Science Education

, Volume 48, Issue 6, pp 1359–1386 | Cite as

Exploring Science Teachers’ Affective States: Pedagogical Discontentment, Self-efficacy, Intentions to Reform, and Their Relationships

  • Ajda Kahveci
  • Murat Kahveci
  • Nasser Mansour
  • Maher Mohammed Alarfaj
Article

Abstract

Teachers play a key role in moving reform-based science education practices into the classroom. Based on research that emphasizes the importance of teachers' affective states, this study aimed to explore the constructs pedagogical discontentment, science teaching self-efficacy, intentions to reform, and their correlations. Also, it aimed to provide empirical evidence in light of a previously proposed theoretical model while focusing on an entirely new context in Middle East. Data were collected in Saudi Arabia with a total of randomly selected 994 science teachers, 656 of whom were females and 338 were males. To collect the data, the Arabic versions of the Science Teachers' Pedagogical Discontentment scale, the Science Teaching Efficacy Beliefs Instrument and the Intentions to Reform Science Teaching scale were developed. For assuring the validity of the instruments in a non-Western context, rigorous cross-cultural validations procedures were followed. Factor analyses were conducted for construct validation and descriptive statistical analyses were performed including frequency distributions and normality checks. Univariate analyses of variance were run to explore statistically significant differences between groups of teachers. Cross-tabulation and correlation analyses were conducted to explore relationships. The findings suggest effect of teacher characteristics such as age and professional development program attendance on the affective states. The results demonstrate that teachers who attended a relatively higher number of programs had lower level of intentions to reform raising issues regarding the conduct and outcomes of professional development. Some of the findings concerning interrelationships among the three constructs challenge and serve to expand the previously proposed theoretical model.

Keywords

Science teachers Affective state Pedagogical discontentment 

Notes

Acknowledgements

This research was conducted as part of the professional development for in-service science and mathematics teachers research group with support of the Excellence Research Centre of Science and Mathematics Education—King Saud University, Kingdom of Saudi Arabia.

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Copyright information

© Springer Science+Business Media Dordrecht 2017

Authors and Affiliations

  • Ajda Kahveci
    • 1
    • 2
  • Murat Kahveci
    • 1
    • 2
  • Nasser Mansour
    • 2
    • 3
    • 4
  • Maher Mohammed Alarfaj
    • 2
    • 5
  1. 1.Department of Chemistry, College of Science and HealthDePaul UniversityChicagoUSA
  2. 2.King Saud UniversityRiyadhSaudi Arabia
  3. 3.Graduate School of Education, University of ExeterExeterUK
  4. 4.Faculty of Education, Tanta UniversityTantaEgypt
  5. 5.King Faisal UniversityAl AhsaSaudi Arabia

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