An investigation of the relationships among science teaching anxiety, self-efficacy, teacher education variables, and instructional strategies

This study examined the relationships among science teaching anxiety, self-efficacy, science content and methods background, and instructional strategies.;An anxiety and a self-efficacy instrument were adapted for use in this study to examine science teaching anxiety and science teaching efficacy. Information was collected about teachers' science content and methods background including number of courses taken, perceptions of success, confidence, and value. An instrument measured the type and frequency of use of instructional strategies. Strategies were classified as: direct strategies (teacher controlled strategies such as lecture and use of textbook), mixed strategies (strategies neither direct no indirect), and indirect strategies (student directed strategies such as inquiry). A sample of 119 elementary teachers responded to a mail survey.;Methods of establishing validity and reliability of the instruments are presented. Factor analysis of the science teaching efficacy instrument revealed a two factor pattern. Pearson Correlations and regression analyses were used to test the hypotheses.;Results of statistical analyses demonstrated that science teaching anxiety and efficacy were significantly correlated. Science teaching anxiety was related to number of methods learned, confidence to use a variety of methods, self-efficacy, and the use of indirect teaching strategies. Regression analysis showed that half of the variance in science teaching anxiety was due to trait (general) anxiety.;Teachers who reported learning more instructional strategies during professional training also reported more confidence in methods and lowered science teaching anxiety. Confidence in methods, success in science courses, and science teaching anxiety were related to the use of indirect instructional strategies.;Teachers who indicated taking more science courses in college, and who had experienced success in science content courses, reported greater confidence in their science knowledge, greater value perceptions of science courses for teaching elementary science, and more confidence in use of instructional methods.;It was concluded that elementary teachers need to have a stronger science content background which includes more science courses and successful experiences in science. Science methods courses need to strive to build confidence and self-efficacy thereby lowering anxiety toward teaching science if science educators want to break the pattern of heavy reliance on direct teaching strategies such as the use of textbooks and lecture over student directed inquiry.