Relationship between perceived self-efficacy and teaching practice performance among pre-service basic science teachers in colleges of education, Delta State, Nigeria

Abstract

The study examined the relationship between perceived self-efficacy of pre-service basic science teachers and teaching practice performance in colleges of education in Delta State, Nigeria. One hundred and twelve (112) pre-service basic science teachers were selected from two colleges of education in Delta State. Forty-six (46) from College of Education l (COEI) while sixty-six (66) from College of Education II (COEII). The study tested three hypotheses derived from the three research questions. The independent variable was perceived self-efficacy of the pre-service basic science teachers, the dependant variable was teaching practice while the moderating variables were two colleges of education of the pre-service science teachers. The instruments used were “Teaching Practice Assessment Score Instrument (TPASI)” and the “Pre-Service Science Teachers Perceived Self Efficacy (PSTPSE)” with thirty (30) questions. Person correlation was used to test the hypotheses. The results showed that the three null hypotheses were accepted. The hypothesis one is accepted because there was no significant relationship found to exist between the pre-service basic science teachers perceived self-efficacy and their teaching practice assessment scores. Also, no significant difference was found between COEI and COEII pre-service basic science teachers‟ perceived self-efficacy scores and their performance in teaching practice. Finally, for all the pre-service basic science teachers irrespective of their subject combination, there was no relationship between their perceived self-efficacy and the teaching practice assessment. Consequently, it was recommended that there should be a reform in pre-service teacher education programmes in all our teachers training institutions; it can help to develop and improve teacher education programmes and pre-service teaching practice; this reform should aim at strengthening both content and pedagogical knowledge of pre-service teachers.

Impact of the Split Teaching Practice Model on Undergraduate Pre-Service Teachers’ Performance in Science Content Delivery

“…The findings reveal significant differences in favour of Second-phase pre-service teachers across the four aspects of lesson planning. These findings are in line with [11] report on the effectiveness of structured (Split Teaching Practice) teaching practice in improving lesson planning skills of pre-service teachers. The significant differences found in this study between the two groups in all aspects of lesson planning could be attributed to the increased experience and exposure that Secondphase pre-service teachers might have gained during the First-phase of their teaching practice.…”

“…The split model's structure allows Second-phase pre-service teachers to leverage their experiences from the first phase, fostering increased confidence and competence in managing classrooms effectively. In consistence with this finding, [33] and [11] noted that, each teaching practice phase in the split model may contribute to a more relaxed learning environment and in preparing pre-service teachers to excel in class management.…”