Table 1 T-STEM Science survey items and their original STEBI-A wording

Personal Science Teaching Efficacy Beliefs

PSTEB_1

I am continually improving my science teaching practice

I am continually finding better ways to teach science

PSTEB_2

I know the steps necessary to teach science effectively

I know the steps necessary to teach science concepts effectively

PSTEB_3

I am confident that I can explain to students why science experiments work

I find it difficult to explain to students why science experiments work

PSTEB_4

I am confident that I can teach science effectively

I generally teach science ineffectively

PSTEB_5

I wonder if I have the necessary skills to teach science

I wonder if I have the necessary skills to teach science

PSTEB_6

I understand science concepts well enough to be effective in teaching science

I understand science concepts well enough to be effective in teaching elementary science

PSTEB_7

Given a choice, I would invite a colleague to evaluate my science teaching

Given a choice, I would not invite the principal to evaluate my science teaching

PSTEB_8

I am confident that I can answer students’ science questions

I am typically able to answer students’ science questions

PSTEB_9

When a student has difficulty understanding a science concept, I am confident that I know how to help the student understand it better

When a student has difficulty understanding a science concept, I am usually at a loss as to how to help the student understand it better

PSTEB_10

When teaching science, I am confident enough to welcome student questions

When teaching science, I usually welcome student questions

PSTEB_11

I know what to do to increase student interest in science

I don’t know what to do to turn students on to science

Science Teaching Outcome Expectancy Beliefs

Above-average student interest or performance

STOEB_1

When a student does better than usual in science, it is often because the teacher exerted a little extra effort

When a student does better than usual in science, it is often because the teacher exerted a little extra effort

STOEB_3

When a student’s learning in science is greater than expected, it is most often due to their teacher having found a more effective teaching approach

When the science grades of students improve, it is often due to their teacher having found a more effective teaching approach

STOEB_7

When a low-achieving child progresses more than expected in science, it is usually due to extra attention given by the teacher

When a low-achieving child progresses in science, it is usually due to extra attention given by the teacher

STOEB_8

If parents comment that their child is showing more interest in science at school, it is probably due to the performance of the child’s teacher

If parents comment that their child is showing more interest in science at school, it is probably due to the performance of the child’s teacher

Neutral or below-average student interest or performance

STOEB_2

The inadequacy of a student’s science background can be overcome by good teaching

The inadequacy of a student’s science background can be overcome by good teaching

STOEB_4

The teacher is generally responsible for students’ learning in science

The teacher is generally responsible for the achievement of students in science

STOEB_5

If students’ learning in science is less than expected, it is most likely due to ineffective science teaching

If students are underachieving in science, it is most likely due to ineffective science teaching

STOEB_6

Students’ learning in science is directly related to their teacher’s effectiveness in science teaching

Students’ achievement in science is directly related to their teacher’s effectiveness in science teaching

STOEB_9

Minimal student learning in science can generally be attributed to their teachers

The low science achievement of some students cannot generally be blamed on their teachers