Science and mathematics teacher communities of practice: social influences on discipline-based identity and self-efficacy beliefs

International Journal of STEM Education

Table 6 Differences in science and math teacher self-efficacy characteristics by the mean

Self-efficacy characteristics	Math teacher mean (SD)	Science teacher mean (SD)	Difference mean (math–science)	p value^b
Self-efficacy overall^a	62.67 (12.36)	65.92 (13.29)	− 3.26	.201
CM	24.61 (5.94)	26.52 (5.78)	− 1.90	.105
HOTS	12.86 (3.45)	14.20 (3.49)	− 1.34	.041*
PAID	10.56 (2.50)	10.35 (2.61)	0.21	.508
CC	14.64 (3.03)	14.86 (3.19)	− 0.22	.655

^aSelf-efficacy EFA factors: Management/Climate (CM); Higher Order Thinking Skills (HOTS); Planning, Accommodating for Individual Differences (PAID); Communication/Clarification (CC)
^bp values for differences are from Wilcoxon rank sum test, which is identical to Mann-Whitney U test. Unless otherwise stated, sample n = 165 (math n = 36; science n = 129). Significance: p < 0.05 (*)