Abstract
The purpose of this study is to explore the relation between Head Start teachers' science teaching attitudes and efficacy. A total of 150 teachers participated in the study from eight states and 22 Head Start centers. Teachers’ science teaching attitudes and efficacy were measured using validated quantitative rating scales via the online survey software, Qualtrics. Teachers’ attitudes toward teaching science were measured by the Preschool Teacher Attitude and Beliefs Toward Science Questionnaire (P-TABS). Teachers’ science teaching efficacy was measured by the Teacher Efficacy and Attitudes toward Science, Technology, Engineering, Mathematics (T-STEM) – Science subscale. Data were analyzed using a multilevel regression approach. Results showed that Head Start teachers’ perceived challenges were significantly associated with science teaching efficacy beliefs, as was teacher comfort, and child benefit beliefs. Child benefit beliefs were the only domain of science teaching attitudes that were significantly associated with science teaching outcome expectancy. This finding shows the potential in improving early childhood teachers’ attitudes towards early science education by enhancing their science teaching efficacy.