The Level of Self-Esteem and Attitudes Toward Science Among Student Teachers in Palestinian Universities Name

Haneen Majed Jamel Yaser  Taqatqa; Belal Ahmad Mohamad  Abu Eideh

doi:10.35516/edu.v50i2 -S1.5555

Authors

Haneen Majed Jamel Yaser Taqatqa Curriculum and Instruction Department, Faculty of Educational Sciences, An-Najah National University, Nablus, Palestine. https://orcid.org/0000-0003-2471-6487
Belal Ahmad Mohamad Abu Eideh Curriculum and Instruction Department, Faculty of Educational Sciences, An-Najah National University, Nablus, Palestine. https://orcid.org/0000-0003-2471-6487

DOI:

https://doi.org/10.35516/edu.v50i2%20-S1.5555

Keywords:

Self-esteem, attitudes, students’ teachers, science teaching

Abstract

Objectives: This study investigated science student teachers' self-esteem and their attitudes toward teaching science. Additionally, it explored the correlations between student teachers' self-esteem and various variables, such as gender, specialization, and accumulative average.

Methods: The descriptive methodology was employed, and data was collected from a stratified random sample of 469 student teachers, completing their third and fourth academic years in science programs during the academic years 2020/2021. Two tools, a self-esteem scale and the attitudes toward science questionnaire, were used for data collection.

Results: The findings indicated that student teachers' self-esteem and attitudes toward teaching science were moderate. Significant differences were observed in self-esteem and attitudes based on gender, accumulative average, and educational qualification. However, no significant differences were found based on the field of specialty. A significant correlational relationship between student teachers' self-esteem and attitudes toward teaching science was also established.

Conclusions: The study highlights the importance of incorporating self-esteem into the professional standards for new science teachers and emphasizes the need to focus on educationally qualified graduates in science faculties who aspire to become science teachers.

Downloads

Download data is not yet available.

References

Achour, Z. (2019). Self-efficacy Theory And Its Applications To Education-reading Self-efficacy As A Model. Afak For Sciences Journal, 4(3), 374-383.

Al-Lawati, E., & Al Farsi, A. (2021). The effectiveness of the educational qualification diploma program in raising self-confidence among the trained teachers at the College of Arts and Humanities at A’Sharqiyah University in the Sultanate of Oman. Journal of Educational Research and Reviews, 9(3), 71-76. https://doi.org/10.33495/jerr_v9i3.20.204.

Aybek, B., & Aslan, S. (2019). The Predictive Power of the Pre-Service Teachers’ Self-Efficacy Beliefs upon Their Preparedness to Teach. Canadian Center of Science and Education, 27-33.

Barnes, A., Zuilkowski, S., & Mattoussi, F. (2018). Improving teacher training in Ethiopia: Shifting the content and approach of pre-service teacher education. Teaching and Teacher Education, 70, 1-11.

Byra, S., & Domagała-Zyśk, E. (2021). Multidimensional assessment of student teachers' self-esteem and attitudes towards inclusive education and people with disabilities‏. Teaching Education, 1-18.

https://doi.org/10.1080/10476210.2020.1856065.

Chakraborty, A., & Mondal, B. C. (2014). Attitude of prospective teachers towards teaching profssion. American Journal of Social Sclences, 120-125.

Claypool, H., Smith, E., & Mackie, D. (2014). Social Psychology (3rd ed.). New York: Psychology Press.

Edwardes, M. (2019). The Origins of Self: An Anthropological Perspective. London: UCL Press.

Goulao, M. (2014). The Relationship between Self-Efficacy and Academic Achievement in Adults’ Learners. Athens Journal of Education, 1(3), 237-246.

Harter, S. (2015). The Construction of the Self: Developmental and Sociocultural Foundations. (2nd ed.). New York: The Guilford Press.

Holzberger, D., Maurer, C., & Kunter, M. (2021). Ready to teach? A profile analysis of cognitive and motivational-affective teacher characteristics at the end of pre-service teacher education and the long-term effects on occupational well-being. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2021.103285.

Jensen, J. (2012). Changing Attitudes and Behavior: Practice Makes Permanent. USA: Rowman & Littelfield Education.

Keppens, K., Consuegra, E., De-Maeyer, S., & Vanderlinde, R. (2021). Teacher beliefs, self-efficacy and professional vision: disentangling their relationship in the context of inclusive teaching. JOURNAL OF CURRICULUM STUDIES. https://doi.org/10.1080/00220272.2021.1881167.

Maio, G., Haddock, G., & Verplanken, B. (2018). The Psychology of Attitudes and Attitude Change. London: SAGE Publications Ltd.

Murugan, S., & Hema, G. (2017). Attitude towards science teaching of student teachers. International Journal of Informative & Futuristic Research (IJIFR), 8926-8930.

Ngman-Wara, E. I., & Edem, D. I. (2016). Pre-Service Basic Science Teachers’ Self-Efficacy Beliefs and Attitudes towards Science Teaching. International Journal for Innovation Education and Research, 20-41.

Pendergast , D., Garvis , S., & Keogh , J. (2011). Pre-Service Student-Teacher Self-efficacy Beliefs: An Insight Into the Making of Teachers. Australian Journal of Teacher Education, 36(12), 45-58.

Perera , H. N., & John, J. E. (2020). Teachers’ self-efficacy beliefs for teaching math: Relations with teacher and student outcomes. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101842.

Sarikaya, H. (2004). Pre-service elementary teachers science knowledge, attitude toward science teaching and their efficacy beliefs regarding science teaching. New York: Plenum Press.