Analysis

The Science Teaching Efficacy Belief Instrument (STEBI) is a questionnaire designed to assess instructors’ beliefs about teaching science. The instrument consists of two versions: STEBI-A for in-service teachers and STEBI-B for preservice teachers and undergraduate education students. STEBI-A includes 25 items that examine two main dimensions: Personal Science Teaching Efficacy Belief (PSTE) and Science Teaching Outcome Expectancy (STOE). STEBI-B consists of 23 items and covers similar dimensions.

Objective

The primary objective of STEBI is to assess educators’ beliefs about their ability to effectively teach science (PSTE) and their belief that their teaching will lead to positive student outcomes (STOE). Analyzing these factors helps to understand teachers’ levels of confidence and expectations, which are critical for developing professional development programs and supporting educators in their efforts to improve science instruction.

Scoring

STEBI is scored using a five-point Likert scale, with responses ranging from “Strongly Disagree” to “Strongly Agree.” These responses are quantified, and scores are calculated to derive overall results for the PSTE and STOE dimensions. Higher scores indicate greater teaching self-efficacy and more positive outcome expectations, while lower scores reflect lower confidence and expectations.

References

Riggs, I., & Enochs, L. (1990). Towards the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74, 625–637.
Enochs, L. G., Posnanski, T., & Hagedorn, E. (1999, March). Science teaching self-efficacy beliefs: Measurement, recent research, and directions for future research. Paper presented at the National Association of Research in Science Education, Boston, MA.