INTEGRATED SCIENCE TEACHERS’ SELF-EFFICACY BELIEFS AND IT’S IMPACT ON THEIR INSTRUCTIONAL PRACTICE

Authors

  • Collins Owusu-Fordjour Department of Integrated Science Education, University of Education, Winneba, P.O. Box 25, Winneba, Ghana
  • James Awuni Azure Department of Biology Education, University of Education, Winneba, P.O. Box 25, Winneba, Ghana
  • Charles Kwesi Koomson Department of Integrated Science Education, University of Education, Winneba, P.O. Box 25, Winneba, Ghana

DOI:

https://doi.org/10.46827/ejoe.v6i2.3922

Keywords:

self-efficacy beliefs, instructional practice, integrated science, teaching, learning

Abstract

This study investigated the self-efficacy beliefs of Integrated Science Teachers in Senior High Schools and its impact on their instructional practice. The study employed the mixed method approach adopting the descriptive survey design. The study employed the use of questionnaire, interview and observation to collect data from 138 participants. Findings of the study observed that majority of the teachers had the requisite qualification to teach at the senior high school level, not all of them can confidently teach Integrated Science as an integrated whole. Some participants were of the view that since the subject encompass the various branches of science with the three main branches of the natural science dominating, it is imperative that more integrated science specialist are employed to handle the subject as an integrated whole and not in aspects as majority of the schools in the country are doing. Again, it was realised from this study that, teachers confidence level were low whenever they are teaching aspects that are not in their field of study. The study therefore recommends that regular, effective and efficient organisation of science workshops and seminars, continuous discussions about issues relating to the effective teaching of science in Senior High Schools should be held at least once every two years to enable teachers be updated with current practices in education. Again stakeholders of education should institute a scholarship package to enable more teachers to be trained to teach Integrated Science as an integrated whole to boost confidence in students.

Author Biographies

  • Collins Owusu-Fordjour, Department of Integrated Science Education, University of Education, Winneba, P.O. Box 25, Winneba, Ghana
    Collins Owusu-Fordjour holds a certificate in Bachelor of Science in Integrated Science Education as well as Master of Philosophy in Science Education. He is a lecturer with the Department of Integrated Science Education at the University of Education, Winneba, Ghana. He is currently pursuing PhD in Science Education. His research area is in science teaching and learning in high schools and universities.
  • James Awuni Azure, Department of Biology Education, University of Education, Winneba, P.O. Box 25, Winneba, Ghana
    Dr. James Awuni Azure is a Senior Lecturer in the Department of Biology Education in the University of Education, Winneba. His research interest is in science education.
  • Charles Kwesi Koomson, Department of Integrated Science Education, University of Education, Winneba, P.O. Box 25, Winneba, Ghana
    Dr. Charles Kwesi Koomson is also a lecturer in the Department of Integrated Science Education in the University of Education, Winneba. He has a research interest in entomology and science education.

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Published

2021-09-07

Issue

Vol. 6 No. 2 (2021)

Section

Articles

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