Anxiety, Teacher’s Efficacy and Learning Motivation for Science Instruction in Elementary School

Abstract

The purpose of this study was investigating the teacher’s psychological factors to science instruction in Elementary School. The participants were 488 teachers, completed a questionnaire relating to their anxiety, teacher ef f icacy and learning motivation for science instruction. The results from the data analysis were as follows: (a) anxiety about their science instruction tended to decrease as their experiences, (b) the mean value of anxiety about their knowledge of scientif ic contents was the highest in any stage of their experiences, (c) teacher ef f icacy in 4 to 6 years of experiences tended to decrease once, but then tended to increase with their experiences (d) intrinsic motivation may have a positive effect on teacher ef f icacy, while skill orientation may have a negative ef f ect on their ef f icacy.