Elementary Science Instruction: Analysis of Teacher Self-Efficacy, Teacher Experience, Schedule Structure, Instructional Time, and Student Achievement

This quantitative study was designed to investigate if relationships existed between elementary science teachers' self-efficacy toward science teaching, schedule structure (self-contained or departmentalized), experience level of teachers, amount of time dedicated to science instruction, and student achievement on a standardized science assessment. Participants included all science teachers from grades three, four, and five in a school district on the Eastern Shore of Maryland. The Science Teaching Efficacy Belief Inventory (STEBI) was utilized to measure participants' personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE). Significant relationships at the p < .05 level were found between two sets of factors: PSTE and schedule structure; and teacher experience and student achievement. While not found to be statistically significant, other trends were readily apparent in the data. This study includes implications for district- and school-level leadership as well as for elementary science teachers.