Science And Mathematics Teachers’ Self Efficacy Beliefs in Enacting Learner-Centred Instructional Practices in Secondary Schools
Science And Mathematics Teachers’ Self Efficacy Beliefs in Enacting Learner-Centred Instructional Practices in Secondary Schools

Summary/Abstract: Background/purpose. Since teachers’ self-efficacy (TSE) beliefs influence the instructional practices used in the classroom, investigating TSE beliefs in using learner-centred instructional practices may inform research, policy, and practice. Therefore, this study aimed to validate a survey questionnaire to measure science and mathematics teachers’ self-efficacy beliefs regarding the enactment of learnercentred instructional practices, and to examine TSE beliefs and the extent to which teacher characteristics may influence them. Materials/methods. A quantitative survey design was employed to measure the TSE beliefs of science and mathematics teachers regarding the enactment of learner-centred instructional practices. An online seven-point questionnaire was distributed to teachers enrolled at three Zambian universities, and 257 respondents completed it. Results. Data analysis using SPSS shows that the questionnaire was reliable (α = .944). Additionally, teachers report high TSE beliefs in being able to apply learner-centred instructional practices. Furthermore, differences in TSE beliefs between in-service and pre-service teachers were statistically significant (p < .001). Nevertheless, the statistical differences based on gender, age, teaching experience, specialisation, and highest qualification were not significant. The implications of these findings were discussed. Conclusion. The study concluded that the questionnaire was valid and that teachers reported high self-efficacy beliefs, and that pre-service and in-service teachers' beliefs were statistically significant. However, self-efficacy beliefs were not influenced by their gender, age, years of teaching experience, specialisation, and highest qualifications. The study recommends comparing teachers’ self-efficacy beliefs with their actual classroom enactment of learner-centred instructional practices. Research may collect data from different stakeholders, such as school administrators, learners, and parents, regarding teachers’ enactment of learner-centred instructional practices.

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