Describing the self-efficacy of Tanzania secondary school biology teachers in teaching integrated science process skills
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Date
2022
Authors
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Journal ISSN
Volume Title
Publisher
International Journal of Education and Social Science Research (IJESSR)
Abstract
This study intended to examine the self-efficacy levels of the current secondary school science teachers
in Tanzania towards teaching of science process skills. Science process skills have been heavily
emphasized in the newly introduced Competence Based Curriculum of 2005. Specifically, the study
intended to; (i) determine the self-efficacy level of Morogoro Municipality Biology teachers with
regard to the teaching of integrated science process skills, and (ii) determine the influence of teachers’
knowledge level of science process skills on their self-efficacy towards teaching these scientific skills
to learners. Science process skills approach by Chiappetta & Koballa (2002), and Bandura’s (1997)
self-efficacy theory formed the conceptual and theoretical frameworks of the study respectively.
Science Teaching Self-Efficacy Belief Instrument (STEBI-A) and a test of Integrated Process Skills
developed by Mungandi (2005) were used to collect data among 63 sampled biology teachers. The
results indicated that Morogoro Biology teachers have unsatisfactory knowledge of integrated science
process skills and average self-efficacy level. The study recommends an urgent need to refocus on
science teachers’ training and professional development programmes.
Description
Journal article of International Journal of Education and Social Science Research Vol. 5, Issue.2, March-April 2022, page no. 36-53
Keywords
Self-efficacy, Science process skills, Competence Based Curriculum, Biology teachers and Science Teaching Efficacy Belief Statement Instrument
Citation
Jamal Jumanne Athuman (2022). DESCRIBING THE SELF-EFFICACY OF TANZANIA SECONDARY SCHOOL BIOLOGY TEACHERS IN TEACHING INTEGRATED SCIENCE PROCESS SKILLS, International Journal of Education and Social Science Research (IJESSR) 5 (2): 36-53