Unveiling Teachers’ Instructional Self-efficacy in Science, Mathematics, and Technology: Personal and Contextual Influences
<p dir="ltr">Teachers’ self-efficacy, their ability to efficiently handle the tasks, responsibilities, and challenges related to their occupation, is a key determinant of students’ achievement and motivation in STEM subjects. Thus, this study seeks to investigate teachers’ instructio...
محفوظ في:
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| مؤلفون آخرون: | , , , |
| منشور في: |
2025
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إضافة وسم
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| _version_ | 1864513534161846272 |
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| author | Abdellatif Sellami (14147922) |
| author2 | Malavika E. Santhosh (19676188) Igor Michaleczek (22467187) Manar Alazaizeh (18827137) Jomana Madad (22467190) |
| author2_role | author author author author |
| author_facet | Abdellatif Sellami (14147922) Malavika E. Santhosh (19676188) Igor Michaleczek (22467187) Manar Alazaizeh (18827137) Jomana Madad (22467190) |
| author_role | author |
| dc.creator.none.fl_str_mv | Abdellatif Sellami (14147922) Malavika E. Santhosh (19676188) Igor Michaleczek (22467187) Manar Alazaizeh (18827137) Jomana Madad (22467190) |
| dc.date.none.fl_str_mv | 2025-05-20T09:00:00Z |
| dc.identifier.none.fl_str_mv | 10.1007/s42330-025-00359-z |
| dc.relation.none.fl_str_mv | https://figshare.com/articles/journal_contribution/Unveiling_Teachers_Instructional_Self-efficacy_in_Science_Mathematics_and_Technology_Personal_and_Contextual_Influences/30406153 |
| dc.rights.none.fl_str_mv | CC BY 4.0 info:eu-repo/semantics/openAccess |
| dc.subject.none.fl_str_mv | Education Curriculum and pedagogy Education policy, sociology and philosophy Education systems Teachers Self-efficacy STEM Instruction Personal Contextual |
| dc.title.none.fl_str_mv | Unveiling Teachers’ Instructional Self-efficacy in Science, Mathematics, and Technology: Personal and Contextual Influences |
| dc.type.none.fl_str_mv | Text Journal contribution info:eu-repo/semantics/publishedVersion text contribution to journal |
| description | <p dir="ltr">Teachers’ self-efficacy, their ability to efficiently handle the tasks, responsibilities, and challenges related to their occupation, is a key determinant of students’ achievement and motivation in STEM subjects. Thus, this study seeks to investigate teachers’ instructional self-efficacy in science, mathematics, and technology in Qatar, using Bandura’s self-efficacy theory as a theoretical framework. A quantitative exploratory research methodology was adopted, involving 322 middle and high school teachers from both public and private schools. Data analysis included factor analysis, reliability tests, descriptive statistics, and non-parametric tests. Results indicate that, despite teachers’ high self-efficacy in STEM instruction, significant differences were observed across gender, school type, educational level taught, and academic degree achieved. The results further demonstrated significantly higher self-efficacy among male teachers (<i>p </i> < 0.05), high school teachers (<i>p </i>< 0.05), private school teachers (<i>p </i> < 0.05), and teachers with higher educational degrees (<i>p </i> < 0.001), compared to their counterparts. This study recommends enhancing teachers’ positive attitudes towards STEM-inclusive education through increased professional development opportunities. These findings provide valuable insights for educational stakeholders seeking to improve teacher performance and well-being in Qatar’s schools.</p><h2>Other Information</h2><p dir="ltr">Published in: Canadian Journal of Science, Mathematics and Technology Education<br>License: <a href="https://creativecommons.org/licenses/by/4.0" target="_blank">https://creativecommons.org/licenses/by/4.0</a><br>See article on publisher's website: <a href="https://dx.doi.org/10.1007/s42330-025-00359-z" target="_blank">https://dx.doi.org/10.1007/s42330-025-00359-z</a></p> |
| eu_rights_str_mv | openAccess |
| id | Manara2_382c21581dcdceef53648f82ffbcd95b |
| identifier_str_mv | 10.1007/s42330-025-00359-z |
| network_acronym_str | Manara2 |
| network_name_str | Manara2 |
| oai_identifier_str | oai:figshare.com:article/30406153 |
| publishDate | 2025 |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| rights_invalid_str_mv | CC BY 4.0 |
| spelling | Unveiling Teachers’ Instructional Self-efficacy in Science, Mathematics, and Technology: Personal and Contextual InfluencesAbdellatif Sellami (14147922)Malavika E. Santhosh (19676188)Igor Michaleczek (22467187)Manar Alazaizeh (18827137)Jomana Madad (22467190)EducationCurriculum and pedagogyEducation policy, sociology and philosophyEducation systemsTeachersSelf-efficacySTEMInstructionPersonalContextual<p dir="ltr">Teachers’ self-efficacy, their ability to efficiently handle the tasks, responsibilities, and challenges related to their occupation, is a key determinant of students’ achievement and motivation in STEM subjects. Thus, this study seeks to investigate teachers’ instructional self-efficacy in science, mathematics, and technology in Qatar, using Bandura’s self-efficacy theory as a theoretical framework. A quantitative exploratory research methodology was adopted, involving 322 middle and high school teachers from both public and private schools. Data analysis included factor analysis, reliability tests, descriptive statistics, and non-parametric tests. Results indicate that, despite teachers’ high self-efficacy in STEM instruction, significant differences were observed across gender, school type, educational level taught, and academic degree achieved. The results further demonstrated significantly higher self-efficacy among male teachers (<i>p </i> < 0.05), high school teachers (<i>p </i>< 0.05), private school teachers (<i>p </i> < 0.05), and teachers with higher educational degrees (<i>p </i> < 0.001), compared to their counterparts. This study recommends enhancing teachers’ positive attitudes towards STEM-inclusive education through increased professional development opportunities. These findings provide valuable insights for educational stakeholders seeking to improve teacher performance and well-being in Qatar’s schools.</p><h2>Other Information</h2><p dir="ltr">Published in: Canadian Journal of Science, Mathematics and Technology Education<br>License: <a href="https://creativecommons.org/licenses/by/4.0" target="_blank">https://creativecommons.org/licenses/by/4.0</a><br>See article on publisher's website: <a href="https://dx.doi.org/10.1007/s42330-025-00359-z" target="_blank">https://dx.doi.org/10.1007/s42330-025-00359-z</a></p>2025-05-20T09:00:00ZTextJournal contributioninfo:eu-repo/semantics/publishedVersiontextcontribution to journal10.1007/s42330-025-00359-zhttps://figshare.com/articles/journal_contribution/Unveiling_Teachers_Instructional_Self-efficacy_in_Science_Mathematics_and_Technology_Personal_and_Contextual_Influences/30406153CC BY 4.0info:eu-repo/semantics/openAccessoai:figshare.com:article/304061532025-05-20T09:00:00Z |
| spellingShingle | Unveiling Teachers’ Instructional Self-efficacy in Science, Mathematics, and Technology: Personal and Contextual Influences Abdellatif Sellami (14147922) Education Curriculum and pedagogy Education policy, sociology and philosophy Education systems Teachers Self-efficacy STEM Instruction Personal Contextual |
| status_str | publishedVersion |
| title | Unveiling Teachers’ Instructional Self-efficacy in Science, Mathematics, and Technology: Personal and Contextual Influences |
| title_full | Unveiling Teachers’ Instructional Self-efficacy in Science, Mathematics, and Technology: Personal and Contextual Influences |
| title_fullStr | Unveiling Teachers’ Instructional Self-efficacy in Science, Mathematics, and Technology: Personal and Contextual Influences |
| title_full_unstemmed | Unveiling Teachers’ Instructional Self-efficacy in Science, Mathematics, and Technology: Personal and Contextual Influences |
| title_short | Unveiling Teachers’ Instructional Self-efficacy in Science, Mathematics, and Technology: Personal and Contextual Influences |
| title_sort | Unveiling Teachers’ Instructional Self-efficacy in Science, Mathematics, and Technology: Personal and Contextual Influences |
| topic | Education Curriculum and pedagogy Education policy, sociology and philosophy Education systems Teachers Self-efficacy STEM Instruction Personal Contextual |