This study analysed and contrasted science teacher effectiveness views of primary pre-service teachers in Kenya and the United States by surveying 168 Kenyan and 189 US pre-service teachers using a cross-sectional survey research design. Two key inquiries served as the basis for this study: 1. How will pre-service primary teachers from Kenya and the US differ in their perceptions of their own science teacher self-efficacy? 2. Do gender differences in self-efficacy beliefs exist? The STEBI-B scale, an inventory created by Enochs and Riggs [1], was used to gather the data. The reported Cronbach’s Alpha values for Personal Science Teacher Efficacy (PSTE) and Science Teacher Outcome Expectancy (STOE) were 0.90 and 0.76, respectively. The data were analysed using a 2 x 2 factorial MANOVA for both descriptive (means and standard deviations) and inferential purposes (means and standard deviations). The dependent variables were PSTE and STOE scores. Gender and nationality of the individual were independent factors. Results show that gender and country interact significantly. The primary impact on nation was significant, but not on gender. A substantial MANOVA was followed by univariate ANOVA tests that showed statistically significant differences in the PSTE score, with the United States scoring higher on average, and the STOE score, with Kenya scoring higher. The ramifications for teacher education programmes are discussed.

Author(s) Details:

Catherine M. Aurah,
Department of Science and Mathematics Education, Masinde Muliro University of Science and Technology (MMUST), Kakamega, Kenya.

Tom J. McConnell,
Department of Biology, Ball State University, University Way, Muncie, IN, USA.

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Keywords: Self-efficacy, science education, teacher education.

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