Pre-service science teachers’ self-efficacy: The role of attitude, anxiety and locus of control

Abstract

This study examined the relationships between pre-service science teachers’ teaching self-efficacy, locus of control, attitude towards science teaching and teaching anxiety. A conceptual model of these relationships was examined using data collected from 356 pre-service elementary science teachers. Data were analysed using descriptive statistics, zero-order correlations and path analysis. Results showed that attitude towards science teaching was linked positively and teaching anxiety negatively to pre-service science teachers’ science teaching self-efficacy. Additionally, pre-service science teachers’ locus of control was found to be related positively to attitude towards science teaching and related negatively to science teaching anxiety. Finally, pre-service science teachers’ attitude towards science teaching had a negative effect on science teaching anxiety. These results point to the importance of positive role modelling and increased teaching practice in pre-service science teacher education to emphasise the effect of teachers’ attitudes and efforts on student performance.