Science Teaching Self-Efficacy Among Pre-Service Teachers in Nepal: An Insight from the Case Study

Abstract

This study is carried out to investigate the self-efficacy beliefs of pre-service science teachers in Nepal and explores potential relationships with student science achievement. This study aimed to identify the self-efficacy beliefs of pre-service science teachers and to explore the relationship between professional development. The study based on quasi experimental design using a survey instrument (STEBI-B) to measure self-efficacy. Fifteen science teachers were involved in STEBI. The result showed that the STOE was insignificant indicating their poor science teaching belief while the PSTEB was significant that they were aware about their role as science teacher. The result was correlated with their high PSTEB. The finding of this study clearly indicate that teacher education programs enhance the pre-service science teachers' self-efficacy and improving student science learning outcomes.