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The main objective of this study was to explore the experiences of two novice elementary school teachers for factors related to self-efficacy and motivation to teach science. The experiences were analyzed for evidence of: (1) successful performance, vicarious experience, verbal persuasion, and emotional arousal as contributors to the development of science teaching self-efficacy; and (2) links between self-efficacy and the nature and style of science and other programs implemented by each novice teacher. The design was based on qualitative measures using semi-structured interviews conducted at the mid-point and at the end of each subject's first year of elementary school teaching. It was found that the subjects benefited from involvement in a cooperative teaching situation and from a small school environment with a supportive principal. Induction programs that provide this kind of support enable novice teachers to implement worthwhile programs. Teachers who have experienced success and have high levels of self-efficacy should be mentors for novice teachers. It is concluded that if teacher educators, experienced teachers, and school administrators combine their expertise and efforts to foster and develop novice teachers' sense of science teaching self-efficacy, the education system can operate more effectively for the betterment of science education. (Contains 18 references.) (JLS) |