• Login
    View Item 
    •   Home
    • Theses and Dissertations
    • Theses and Dissertations
    • View Item
    •   Home
    • Theses and Dissertations
    • Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of TUScholarShareCommunitiesDateAuthorsTitlesSubjectsGenresThis CollectionDateAuthorsTitlesSubjectsGenres

    My Account

    LoginRegister

    Help

    AboutPeoplePoliciesHelp for DepositorsData DepositFAQs

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    Elementary students perceptions of their teachers' self-efficacy, interest, and enjoyment of science and science teaching

    • CSV
    • RefMan
    • EndNote
    • BibTex
    • RefWorks
    Thumbnail
    Name:
    TETDEDXLuccioni-temple-0225E-1 ...
    Size:
    2.294Mb
    Format:
    PDF
    Download
    Genre
    Thesis/Dissertation
    Date
    2019
    Author
    Luccioni, Noelle Alexandra
    Advisor
    Lombardi, Doug, 1965-
    Committee member
    Bailey, Janelle M.
    Farley, Frank
    Han, Insook
    Sandilos, Lia E.
    Department
    Teaching & Learning
    Subject
    Science Education
    Educational Psychology
    Enjoyment
    Interest
    Primary Education
    Science Education
    Self-efficacy
    Student Perceptions
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/3210
    
    Metadata
    Show full item record
    DOI
    http://dx.doi.org/10.34944/dspace/3192
    Abstract
    Current literature reveals that researchers are not using student perceptions as a large component to their data collection nor as an avenue to investigate how students pick up on their teachers’ self-efficacy (SE) for, interest in, and enjoyment of science teaching. In my dissertation, I explored the relationship between teacher beliefs, student perceptions of teacher beliefs, and student beliefs by developing and implementing instrumentation measuring students’ perceptions of their teachers’ SE, interest, and enjoyment for science and science teaching. In an effort to measure elementary students’ perceptions of their teacher’s SE, interest, and enjoyment of science and science teaching, I developed nine instruments and established reliability () for each. These instruments are the: (a) Teacher Instrument for Science Self-Efficacy ( = .852); (b) Teacher Instrument for Science Interest ( = .900); (c) Teacher Instrument for Science Enjoyment ( = .923); (d) Student Perceptions of Teacher Self-Efficacy Instrument ( = .635); (e) Student Perceptions of Teacher Interest Instrument ( = .661); (f) Student Perceptions of Teacher Enjoyment Instrument ( = .762); (g) Student Instrument for Science Self-Efficacy ( = .723); (h) Student Instrument for Science Interest ( = .767); and (i) Student Instrument for Science Enjoyment ( = .763). I administered these instruments to grade 3 elementary teachers (NT = 7) and grade 3 students (NS = 73) in three combined surveys: The Teacher Instrument for Science Self-Efficacy, Interest, and Enjoyment, which was made up of 51 Likert-scale items with six open-ended response prompts; the Student Instrument for Perceptions of Self-Efficacy, Interest, and Enjoyment of Science, which was made up of 25 Likert-scale items; and the Student Instrument for Science Self-Efficacy, Interest, and Enjoyment, which was composed of 24 Likert-scale items. The results of a MANOVA showed that there were no differences between groups, in this case teachers, when considering either student perceptions or student beliefs. The results of regression analysis showed that student perceptions of their teachers’ self-efficacy, interest, and enjoyment of science and science teaching are predictive of student interest in and enjoyment of science. Finally, the results of an SEM analysis showed specific predictive pathways that exist between the independent variables (perceptions of self-efficacy, interest, and enjoyment) and the dependent variables (student self-efficacy, interest, and enjoyment). More specifically, student perceptions of teacher self-efficacy predicted student interest; student perceptions of teacher interest predicted student interest and enjoyment; and student perceptions of enjoyment predicted student self-efficacy, interest, and enjoyment of science. Overall, I found that students generally perceive their teachers’ beliefs in science more negatively than teachers report for themselves and that student perceptions of their teachers’ beliefs are predictive of their own beliefs in science. These results hold implications for both research and practice. More specifically, my research provides a meaningful application of student perceptions and gives it weight to be considered in other areas of educational research such as teacher preparation and student achievement. My research provides more support for the impact teacher unpreparedness has on student belief development and on student achievement, given that my research has shown that student perceptions of their teacher SE, interest, and enjoyment are predictive of student beliefs in science. As educational researchers, we have to pay more attention to elementary teacher preparation in science. When teachers are not self-efficacious in science, they have a lower interest in science, thus enjoying it less and further perpetuating the cycle of beliefs development. My research in teacher and student beliefs supports what is already known about elementary teacher SE while also adding new findings regarding teacher interest and enjoyment of science. Further, by including student perceptions, we can continue to gauge the current conditions of various aspects of elementary teacher preparation and practice in science and reconsider its impacts.
    ADA compliance
    For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
    Collections
    Theses and Dissertations

    entitlement

     
    DSpace software (copyright © 2002 - 2023)  DuraSpace
    Temple University Libraries | 1900 N. 13th Street | Philadelphia, PA 19122
    (215) 204-8212 | scholarshare@temple.edu
    Open Repository is a service operated by 
    Atmire NV
     

    Export search results

    The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

    By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

    To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

    After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.