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Syamsuyurnita, Syamsuyurnita
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Journal : Journal of Foundational Learning and Child Development

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Influence of Teacher Perceptions and Self-Efficacy in Teaching Science in Kindergarten Syamsuyurnita, Syamsuyurnita; Vickery, Tina; Pardilla, Herli; Frazer, Mellissa
Journal of Foundational Learning and Child Development Vol. 1 No. 02 (2025): Foundation Learning in Education
Publisher : CV. INSPIRETECH GLOBAL INSIGHT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v1i02.11

Abstract

Purpose of the study: Early childhood science education forms the foundation for students' scientific literacy and inquiry skills. Teacher perceptions and self-efficacy beliefs significantly influence the quality and frequency of science instruction in kindergarten settings. Understanding these factors is crucial for improving early science education outcomes. This study aimed to examine the relationship between kindergarten teachers' perceptions of science teaching and their self-efficacy beliefs, and to determine how these factors influence science instruction practices in Indonesian kindergarten settings. Materials and methods: A quantitative cross-sectional study was conducted with 135 kindergarten teachers from 27 kindergarten institutions in Pekanbaru City, Indonesia. Data were collected using validated questionnaires measuring teacher perceptions of science teaching importance, self-efficacy beliefs, and science teaching practices. Statistical analyses were performed using SPSS version 29.0. Results: Results revealed a significant positive correlation (r = 0.742, p < 0.001) between teacher self-efficacy and frequency of science instruction. Teachers with higher self-efficacy scores (M = 4.23, SD = 0.58) demonstrated more positive perceptions toward science teaching compared to those with lower self-efficacy (M = 3.45, SD = 0.72). Multiple regression analysis indicated that self-efficacy beliefs explained 55.1% of the variance in science teaching practices. Conclusions: Teacher self-efficacy emerged as the strongest predictor of effective science instruction in kindergarten settings. Professional development programs focusing on enhancing teacher confidence and competence in science education are essential for improving early childhood science learning outcomes.
Co-Authors Adawiyah, Rahma Aisyah Putri, Aisyah Al Ihsan, Mauli Amaliyah, Putri Andini Sukma Rindayu Azlinda, Nur Dahlia, Wanti Dalimunthe, Nurainun Ulfa Denny Lubis, Meilan Rahmah Fahreza, Shinta Adelia Fatmawarni, Fatmawarni Frazer, Mellissa Halimah Ahmad, Nur Harahap, Nurindah Syahyanna Putri Harahap, Zihan Manja Anggita Hasibuan, Rofikah Herli Pardilla Hidayanti, Putri Humaira, Putri Ijah Mulyani Sihotang Kamaliah Kamaliah, Kamaliah Kautsar, Shafira Kehra, A-esah Mandra Saragih, Mandra Melani, Putri Miftahussudur, Miftahussudur Musbar, Doni Nabila, Elviza Nadia, Dinda Nadira, Dinda Naiborhu, Riska Nasution, Dewi Kesuma Nasution, Ila Nurhidayah Nasution, Ismail Saleh NUR AINI Nuradhilah, Nuradhilah Nurzannah, Nurzannah Oktariani, Oktariani Pasaribu, Lesterina Pasaribu, Munawir Ramadhani, Rahmah Renaldi, M. Revolina Siregar, Silsia Risqha Revolina, Silsia Risqha Rizki Arista, Annisa Ruser, Ilham Salsabila, Salsabila Saputri, Bella Sara, Buge Saragih, Emilia Febrianti Saragih, Manda Sari, Ardila Nurmala Sari, Suci Perwita Sianturi, Septriyanti Sianturi, Septriyanti Sianturi Simamora, Suryani Parningotan Simon, Jhon Sinaga, Pirmauli Sinaga, Widiana Siregar, Silsia Risqha Revolina Sitohang, Sahputra Apriano Syahputri, Salwa Tridiastita, Rofiah Vickery, Tina Warohmah, Juni Widayati, Ayu Zain, Fitria Wantika Zawani, Arina