Science Teaching Efficacy and Beliefs Instrument

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This survey gauges your comfort levels for different professional responsibilities as a science teacher. It should only take a few minutes to complete the survey. We will do this at the beginning of the workshop, and also at the completion.

First name *

Last name *

email address *

How do you best describe your race? *

White

Black or African American

Asian

American Indian or Alaska Native

Native Hawaiian or Other Pacific Islander

How do you best describe your ethnicity? *

Hispanic or Latino

Not Hispanic or Latino

Your gender? *

Male

Female

Not reported

Please choose all disabilities that you may have *

No disability

Deaf or serious difficulty hearing

Blind or serious difficulty seeing even when wearing glasses

Serious difficulty walking or climbing stairs

Other serious disability related to a physical, mental, or emotional condition

Other:

Required

Pretest or Posttest *

Pre Test

Post Test

Please choose the appropriate response for each item: *

1: Strongly Agree

2: Agree

3: Uncertain

4: Disagree

5: Strongly Disagree

When a student does better than usual in science, it is often because the teacher exerted a little extra effort.

I will continually find better ways to teach science.

Even if I try hard, I will not teach science as well as I will most subjects.

When the science grades of students improve, it is often due to their teacher having found a more effective teaching approach.

I know the steps necessary to teach science concepts effectively.

I will not be very effective in monitoring science experiments.

If students are underachieving in science, it is most likely due to ineffective science teaching.

I will generally teach science ineffectively.

The inadequacy of a student's science background can be overcome by good teaching.

The low science achievement of students cannot generally be blamed on their teachers.

When a low-achieving child progresses in science, it is usually due to extra attention given by the teacher.

I understand science concepts well enough to be effective in teaching elementary science.

Increased effort in science teaching produces little change in students' science achievement.

The teacher is generally responsible for the achievement of students in science.

Students' achievement in science is directly related to their teacher's effectiveness in science teaching.

If parents comment that their child is showing more interest in science, it is probably due to the child's teacher.

I will find it difficult to explain to students why science experiments work.

I will typically be able to answer students' science questions.

I wonder if I will have the necessary skills to teach science.

Given a choice, I will not invite the principal to evaluate my science teaching.

When a student has difficulty understanding a science concept, I will usually be at a loss as to how to help the student understand.

When teaching science, I will usually welcome student questions.

I do not know what to do to turn students on to science.