School Factors on the Self-Efficacy of Science Teaching Among Primary Teachers in the Western Province, Sri Lanka

Abstract

School organizational factors influencing self-efficacy of science teaching of primary teachers in the Western Province of Sri Lanka was under studied. A cross-sectional research design employing a descriptive quantitative survey with stratified random sampling was deployed to evaluate the pertinent factors in a school organizational setting. A five-point Likert scale questionnaire was administered among 427 primary grade teachers from schools in the western province of Sri Lanka. The sample included teachers from all three stages of primary education. Data analysis was done using both descriptive and inferential statistics. The sample includes teachers from all three stages of primary education in Sri Lanka. Data analysis was done using descriptive and inferential statistics. The primary teacher attributes had a very high positive impact (r = 0.90, p > 0.05) on their science teaching self-efficacy. Teachers’ experience had the highest impact. Teaching strategies and their process skills are also very influential. The scientific knowledge had a significant but low influence. The teachers’ qualification wasn’t a significant influence. The principal influence (r = 0.15, p>0.05) and school-related other resources (r = 0.07, p >0.05) had a significant but very weak positive influence. The proposed model for primary teachers’ science teaching self-efficacy is considered acceptable, as indicated by the model fit indices: parsimonious fit—2.571, incremental fit—0.909, and absolute fit—0.061. The professional development programme needs to highly addressed to enhance teachers’ various experiences in science background, science teaching strategies, and their science process skills.