Self-efficacy with regard to the teaching of science of early childhood education teachers in Korea

The purpose of this study is to examine early childhood teachers’ self-efficacy in science teaching and the related factors that may contribute to this belief. Specifically, the present study relies on a quantitative approach to investigate the predictor variables as having both direct and indirect positive effects on the science teaching self-efficacy beliefs of early childhood teachers.;The participants of this study are drawn from 263 early childhood teachers who have taught in private and public kindergartens, and private, public, and cooperative daycare centers in Korea. Three instruments were used for data collection: (1) Science Teaching Efficacy Belief Instrument modified for this study, (2) Scale of Emotional and Material Support from teachers’ institutions modified for this study, and (3) Demographic Questionnaire. Analysis of data is by basic statistics, factor analysis, reliability test and Pearson’s correlation using SPSS 14.0. In addition, path analysis is applied to estimate direct and indirect effects using Amos 6.0.;There are several derived conclusions from the findings of this study. These conclusions follow: First, teachers’ internal factors, teachers’ characteristics, preferences in teaching, teaching attitude toward early childhood science education, self-evaluation in science teaching, are key predictor in this study to impact positively teachers’ self-efficacy in science teaching, because teachers’ internal factors could be act on teachers’ self-efficacy encouragement as a direct predictor as well as could be expected its mediated effects supported by other potential variables. Second, teachers’ educational experiences are a significant predictor has a direct positive effect on science teaching self-efficacy. Additionally, theses experiences do have an indirect positive effect on self-efficacy in teaching science when mediated by teachers’ internal factors. Third, support from administrators and colleagues, and teaching resources are also important reinforcements for good practices and acknowledge, explicitly effective for instruction of science to teachers. Fourth, satisfaction with teachers’ work place stimulates teachers’ internal factors which influence teachers’ self-efficacy in science teaching. In addition, teachers’ satisfaction has a correlation with their institutional support. Therefore, teachers’ satisfaction with work places is also an important predictor which has the probability of impacting teachers’ self-efficacy inspiration.