Publication Info
Type Article
Year 2018
Venue Res. Sci. Educ., 48(6): 1359–1386.
DOI 10.1007/s11165-016-9606-y
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Article

Exploring science teachers' affective states: Pedagogical discontentment, self-efficacy, intentions to reform, and their relationships

Kahveci A, Kahveci M, Mansour N, Alarfaj MM

2018 — Res. Sci. Educ., 48(6): 1359–1386.

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Citation (APA)

Kahveci A, Kahveci M, Mansour N, Alarfaj MM (2018). Exploring science teachers' affective states: Pedagogical discontentment, self-efficacy, intentions to reform, and their relationships. Res. Sci. Educ., 48(6): 1359–1386. https://doi.org/10.1007/s11165-016-9606-y

Abstract

This study explored the constructs of pedagogical discontentment, science teaching self-efficacy, and intentions to reform, and their correlations, among science teachers. It aimed to provide empirical evidence for a previously proposed theoretical model by focusing on a new context: Saudi Arabia (N=994 teachers).

The Arabic versions of the Science Teachers' Pedagogical Discontentment scale, the Science Teaching Efficacy Beliefs Instrument, and the Intentions to Reform Science Teaching scale were developed and rigorously cross-culturally validated.

Findings suggest that teacher characteristics (age, professional development attendance) affect these affective states. Notably, teachers who attended a relatively higher number of professional development programs exhibited a lower level of intentions to reform, raising concerns about the efficacy of current programs. Furthermore, some findings regarding the interrelationships among the three constructs challenge and expand the previously proposed theoretical model.

BibTeX

@article{l, title = {Exploring science teachers' affective states: Pedagogical discontentment, self-efficacy, intentions to reform, and their relationships}, author = {Kahveci A, Kahveci M, Mansour N, Alarfaj MM}, year = {2018}, journal = {Res. Sci. Educ., 48(6): 1359–1386.}, doi = {10.1007/s11165-016-9606-y}, abstract = {This study explored the constructs of **pedagogical discontentment**, **science teaching self-efficacy**, and **intentions to reform**, and their correlations, among science teachers. It aimed to provide empirical evidence for a previously proposed theoretical model by focusing on a new context: **Saudi Arabia** (N=994 teachers). The Arabic versions of the Science Teachers' Pedagogical Discontentment scale, the Science Teaching Efficacy Beliefs Instrument, and the Intentions to Reform Science Teaching scale were developed and rigorously cross-culturally validated. Findings suggest that teacher characteristics (age, professional development attendance) affect these affective states. Notably, teachers who attended a relatively higher number of professional development programs exhibited a **lower level of intentions to reform**, raising concerns about the efficacy of current programs. Furthermore, some findings regarding the interrelationships among the three constructs challenge and expand the previously proposed theoretical model.} }