Levels of Self-Efficacy and Motivation among Pre-Service Teachers in Implementing STEM Education

Teacher self-efficacy and motivation play a vital role in preparing future educators to effectively implement STEM education. This study aimed to determine the levels of self-efficacy and motivation among pre-service teachers in implementing STEM education. A quantitative survey design was employed involving 102 pre-service teachers from a public university in Malaysia. Data were collected using a 32-item questionnaire and analysed using descriptive statistics, Cronbach's alpha reliability analysis and normality analysis. The findings revealed that the respondents demonstrated high levels of self-efficacy and generally high levels of motivation in implementing STEM education. The instrument exhibited excellent reliability for self-efficacy (α = 0.940) and good reliability for motivation (α = 0.876). These findings indicate that pre-service teachers possess the confidence and motivation required to support the effective implementation of STEM education. The study highlights the importance of sustaining teacher education programmes that strengthen pre-service teachers' self-efficacy and motivation to support the effective implementation of STEM education

pre-service teachers, self-efficacy, motivation, STEM education, teacher education

1. Adiguzel, O. C., & Karagol, I. (2022). A study on the motivation factors affecting the teaching profession as a career choice. Excellence in Education Journal, 11(2), 85–116. [Google Scholar] [Crossref]

2. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. [Google Scholar] [Crossref]

3. Byrne, B. M. (2016). Structural equation modeling with AMOS: Basic concepts, applications, and programming (3rd ed.). Routledge. [Google Scholar] [Crossref]

4. Emiru, E. K., & Gedifew, M. T. (2024). The effect of teacher self-efficacy on learning engagement of secondary school students. Cogent Education, 11(1), Article 2308432. [Google Scholar] [Crossref]

5. https://doi.org/10.1080/2331186X.2024.2308432 [Google Scholar] [Crossref]

6. George, D., & Mallery, P. (2022). IBM SPSS Statistics 28 step by step: A simple guide and reference (17th ed.). Routledge. [Google Scholar] [Crossref]

7. Goudas, M., Biddle, S. J. H., & Fox, K. R. (1994). Perceived locus of causality, goal orientations, and perceived competence in school physical education classes. British Journal of Educational Psychology, 64(3), 453–463. https://doi.org/10.1111/j.2044-8279.1994.tb01116.x [Google Scholar] [Crossref]

8. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2022). Multivariate data analysis (8th ed.). Cengage Learning. [Google Scholar] [Crossref]

9. Krejcie, R. V., & Morgan, D. W. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30(3), 607–610. https://doi.org/10.1177/001316447003000308 [Google Scholar] [Crossref]

10. Ministry of Education Malaysia. (2014). Malaysia Education Blueprint annual report 2013. Ministry of Education Malaysia. [Google Scholar] [Crossref]

11. Moidunny, K. (2009). The effectiveness of the National Professional Qualification for Educational Leaders (NPQEL) (Unpublished doctoral dissertation). Universiti Kebangsaan Malaysia, Bangi, Malaysia. [Google Scholar] [Crossref]

12. Ofoegbu, F. I. (2004). Teacher motivation: A factor for classroom effectiveness and school improvement in Nigeria. College Student Journal, 38(1), 81–89. [Google Scholar] [Crossref]

13. Poulou, M. S., Reddy, L. A., & Dudek, C. M. (2019). Relation of teacher self-efficacy and classroom practices: A preliminary investigation. School Psychology International, 40(1), 25–48. [Google Scholar] [Crossref]

14. https://doi.org/10.1177/0143034318798045 [Google Scholar] [Crossref]

15. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. [Google Scholar] [Crossref]

16. https://doi.org/10.1006/ceps.1999.1020 [Google Scholar] [Crossref]

17. See, B. H., Munthe, E., Ross, S. A., Hitt, L., & El Soufi, N. (2022). Who becomes a teacher and why? Review of Education, 10(3), Article e3377. https://doi.org/10.1002/rev3.3377 [Google Scholar] [Crossref]

18. Shah, D. (2023). Teachers’ self-efficacy and classroom management practices: A theoretical study. Journal of Education and Research, 13(1), 8–26. https://doi.org/10.51474/jer.v13i1.661 [Google Scholar] [Crossref]

19. Suryani, A., Watt, H. M. G., & Richardson, P. W. (2016). Students’ motivations to become teachers: FIT-Choice findings from Indonesia. International Journal of Quantitative Research in Education, 3(3), 179–203. https://doi.org/10.1504/IJQRE.2016.077802 [Google Scholar] [Crossref]

20. Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1 [Google Scholar] [Crossref]

21. Yuan, R. E., & Zhang, L. J. (2017). Exploring student teachers’ motivation change in initial teacher education: A Chinese perspective. Teaching and Teacher Education, 61, 142–152. [Google Scholar] [Crossref]

22. https://doi.org/10.1016/j.tate.2016.10.010 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study