THE RELATIONSHIP OF PUPIL CONTROL TO PRESERVICE ELEMENTARY SCIENCE TEACHER SELF-EFFICACY AND OUTCOME EXPECTANCY

The investigators' intentions in this study were to examine preservice elementary teachers' sense of self-efficacy with regard to science teaching and to define the construct of self-efficacy with greater clarity. Additionally, the construct of pupil control was examined. To gather information toward these purposes, we investigated the following questions: Do prospective elementary teachers' efficacy beliefs relate to their beliefs concerning classroom management or control?; and How is a measure of self-efficacy related to prospective teachers' self-reported choice concerning the teaching of science, amount of time spent in performing ''hands-on'' science, and/or perceived effectiveness as future elementary science teachers? Self-efficacy was measured as two distinct constructs, personal self-efficacy and outcome expectancy. Significant correlations were found between personal science teaching self-efficacy and (1) the number of college science courses taken; (2) the number of years of high school science taken; (3) respondent's choice of science instructional delivery; and (4) respondent's perceived effectiveness in teaching science. When the outcome expectancy subscale is considered, however, only one significant correlation is indicated; perceived effectiveness in teaching science was significantly correlated with outcome expectancy. Personal science teaching self-efficacy was significantly correlated with pupil control ideology while outcome expectancy was not. (C) 1995 John Wiley & Sons, Inc.