Sokoine University of Agriculture

Describing the self-efficacy of Tanzania secondary school biology teachers in teaching integrated science process skills

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dc.contributor.author Athuman, Jamal Jumanne
dc.date.accessioned 2022-05-06T13:53:35Z
dc.date.available 2022-05-06T13:53:35Z
dc.date.issued 2022
dc.identifier.citation Jamal Jumanne Athuman (2022). DESCRIBING THE SELF-EFFICACY OF TANZANIA SECONDARY SCHOOL BIOLOGY TEACHERS IN TEACHING INTEGRATED SCIENCE PROCESS SKILLS, International Journal of Education and Social Science Research (IJESSR) 5 (2): 36-53 en_US
dc.identifier.issn 2581-5148
dc.identifier.uri https://www.suaire.sua.ac.tz/handle/123456789/4068
dc.description Journal article of International Journal of Education and Social Science Research Vol. 5, Issue.2, March-April 2022, page no. 36-53 en_US
dc.description.abstract This study intended to examine the self-efficacy levels of the current secondary school science teachers in Tanzania towards teaching of science process skills. Science process skills have been heavily emphasized in the newly introduced Competence Based Curriculum of 2005. Specifically, the study intended to; (i) determine the self-efficacy level of Morogoro Municipality Biology teachers with regard to the teaching of integrated science process skills, and (ii) determine the influence of teachers’ knowledge level of science process skills on their self-efficacy towards teaching these scientific skills to learners. Science process skills approach by Chiappetta & Koballa (2002), and Bandura’s (1997) self-efficacy theory formed the conceptual and theoretical frameworks of the study respectively. Science Teaching Self-Efficacy Belief Instrument (STEBI-A) and a test of Integrated Process Skills developed by Mungandi (2005) were used to collect data among 63 sampled biology teachers. The results indicated that Morogoro Biology teachers have unsatisfactory knowledge of integrated science process skills and average self-efficacy level. The study recommends an urgent need to refocus on science teachers’ training and professional development programmes. en_US
dc.language.iso en en_US
dc.publisher International Journal of Education and Social Science Research (IJESSR) en_US
dc.subject Self-efficacy en_US
dc.subject Science process skills en_US
dc.subject Competence Based Curriculum en_US
dc.subject Biology teachers and Science Teaching Efficacy Belief Statement Instrument en_US
dc.title Describing the self-efficacy of Tanzania secondary school biology teachers in teaching integrated science process skills en_US
dc.type Article en_US
dc.url http://dx.doi.org/10.37500/IJESSR.2022.5204 en_US


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