Science Teaching Efficacy Belief Instrument (STEBI)

1. When a student does better than usual in science‚ it is often because the teacher exerted a little extra effort.
2. I am continually finding better ways to teach science.
3. Even when I try very hard‚ I don’t teach science as well as I do most subjects.
4. When the science grades of students improve‚ it is most often due to their teacher ha‎ving found a more effective teaching approach.
5. I know the steps necessary to teach science concepts effectively.
6. I am not very effective in monitoring science experiments.
7. If students are underachieving in science‚ it is most likely due to ineffective science teaching.
8. I generally teach science ineffectively.
9. The inadequacy of a student’s science background can be overcome by good teaching.
10. The low science achievement of some students cannot generally be blamed on their teachers.
11. When a low achieving child progresses in science‚ it is usually due to extra attention given by the teacher.
12. I understand science concepts well enough to be effective in teaching elementary science.
13. Increased effort in science teaching produces little change in some students’ science achievement.
14. The teacher is generally responsible for the achievement of students in science.
15. Students’ achievement in science is directly related to their teacher’s effectiveness in science teaching.
16. If parents comment that their child is showing more interest in science at school‚ it is probably due to the performance of the child’s teacher.
17. I find it difficult to explain to students why science experiments work.
18. I am typically able to answer students’ science questions.
19. I wonder if I have the necessary skills to teach science.
20. Effectiveness in science teaching has little influence on the achievement of students with low motivation.
21. Given a choice‚ I would not invite the principal to evaluate my science teaching.
22. When a student has difficulty understanding a science concept‚ I am usually at a loss as to how to help the student understand it better.
23. When teaching science‚ I usually welcome student questions.
24. I don’t know what to do to turn students on to science.
25. Even teachers with good science teaching abilities cannot help some kids learn science.
personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE)
SA = Strongly Agree‚ A = Agree‚ UN = Uncertain‚ D = Disagree‚ SD = Strongly Disagree
This instrument can be found at:

Riggs‚ I.‚ & Knochs‚ 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.