Mentoring in the Development of Science Teaching Self-Efficacy Among Primary School Teachers in Thailand: A Mixed Methods Study

Ravinder Koul, Kusalin Musikul, Saori Nishikawa, Hala Almutawa

Research output: Contribution to journalArticlepeer-review

Abstract

This study employed a sequential mixed methods explanatory research design to explore the influence of mentoring in the self-efficacy-forming experiences of primary school teachers who participated in a variety of professional development projects on science teaching. In the quantitative phase, survey data drawn from primary school teachers (n = 834) showed that collaborative mentee-mentor activities and metaphorical descriptions of interpersonal relationship were the best predictors of personal science teaching self-efficacy, outcome expectancy, and instructional change. In the qualitative phase, interviews with individual teachers identified their perceptions of how mentoring experiences influenced their development of science teaching self-efficacy and changes they made in their science classrooms. The findings are interpreted through the theoretical lens of the roles of culture and emotions in teacher learning.

Original languageEnglish (US)
Pages (from-to)44-62
Number of pages19
JournalJournal of Science Teacher Education
Volume35
Issue number1
DOIs
StatePublished - 2024

All Science Journal Classification (ASJC) codes

  • Education

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