Investigation of Pre-service Primary Teachers’ Self-Efficacy Beliefs towards Inquiry-Based Science Teaching and Learning

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Published: Apr 18, 2026
DOI: https://doi.org/10.12681/codiste.9852
Keywords:
beliefs inquiry-based Science teaching and learning pre-service teachers self-efficacy TSI
Alexandros Batzos
University of Western Macedonia
https://orcid.org/0009-0004-4838-4143
Angelos Markos
Democritus University of Thrace
https://orcid.org/0000-0002-4204-3573
Anastasios Zoupidis
Democritus University of Thrace
https://orcid.org/0000-0003-3097-9451
Abstract

The purpose of the present study is the investigation of pre-service elementary teachers’ self-efficacy beliefs towards inquiry-based Science teaching and learning. The Teaching Science as Inquiry (TSI) instrument was utilized for the measurement of 175 prospective teachers’ beliefs. Secondarily, correlation analyses according to gender and year of study were executed. As it was translated to the greek language, TSI’s internal reliability, and construct and content validity were assessed. Findings indicate relatively high levels of teaching self-efficacy but statistically insignificant deviations for each variable.

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