Teacher Self-Efficacy During the Implementation of a Problem-Based Science Curriculum

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Contemporary Issues in Technology and Teacher Education (CITE) Journal


This study was conducted to investigate eighth-grade science teachers’ self-efficacy during the implementation of a new, problem-based science curriculum. The curriculum included applications of LEGO® robotics, a new technology for these teachers. Teachers’ responded to structured journaling activities designed to collect information about their self-efficacy for teaching with the curriculum and, later, to a survey designed to probe their self-efficacy for enacting specific elements of the curriculum. Participants reported high confidence levels throughout the study but expressed some concerns related to their local contexts.


This work is licensed under a Creative Commons Attribution NonCommercial 4.0 International. Article obtained from the Contemporary Issues in Technology and Teacher Education (CITE) Journal.