A Canonical Correlation Analysis of Filipino Science Teachers' Scientific Literacy and Science Teaching Efficacy

Autor/inn/en	Walag, Angelo Mark P.; Fajardo, Maria Teresa M.; Bacarrisas, Prosiebeth G.; Guimary, Faith M.
Titel	A Canonical Correlation Analysis of Filipino Science Teachers' Scientific Literacy and Science Teaching Efficacy
Quelle	In: International Journal of Instruction, 15 (2022) 3, S.249-266 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Science Teachers; Science Instruction; Self Efficacy; Correlation; Scientific Literacy; Scientific Principles; Foreign Countries; Pedagogical Content Knowledge; Teacher Attitudes; Biology; Chemistry; Physics; Prediction; Earth Science; Biological Sciences; Health Sciences; Teacher Effectiveness; Scientific Concepts; Science Tests; Teacher Characteristics; Philippines + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Self-efficacy; Selbstwirksamkeit; Korrelation; Ausland; Pädagogische Kompetenz; Lehrerverhalten; Biologie; Chemie; Physik; Vorhersage; Earth sciences; Geowissenschaften; Abwasserbiologie; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Philippinen
Abstract	Science teacher's self-efficacy has been at the center of many investigations on students' achievement in science, teacher burnout, and teacher performance. While overly studied, this construct has not been examined with scientific literacy in depth. Thus, this study aims to identify the influence of science teacher's scientific literacy on their science teaching efficacy through a canonical correlation analysis. The study utilized an explanatory-correlational research design to unravel the correlation between scientific literacy and science teaching efficacy. It was found out that scientific literacy was correlated with science teaching efficacy. Further the study revealed that Science, Technology, and Society (STS) and content knowledge in earth science, life science, and health science were positively associated with science teachers' self-efficacy in biology, chemistry, and physics. On the other hand, knowledge in physics and Nature of Science (NOS) were not associated as highlighted in the literature. This suggests that a science teacher's content knowledge in specific sciences predicts their efficacy in teaching science. More so, the teacher's knowledge of how science and technology affect society and how society directs science and technology shapes their confidence to teach science. This implies that practical and observable science allows teachers to demonstrate science concepts to their students effectively. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01