Teacher Self-Efficacy and the Implementation of a Problem-Based Science Curriculum

This study was conducted to investigate eighth grade science teachers’ self-efficacy for implementing a new, problem-based science curriculum. The curriculum included applications of LEGO robotics. Data sources included teachers’ responses to structured journaling activities during an 8-week implementation period, and teachers’ responses to a survey designed to probe participants’ self-efficacy for enacting specific elements of the curriculum. Participants had high confidence levels throughout the study, but expressed some concerns related to their local contexts. A description of how the survey was designed to align with elements of the curriculum also will be provided