Effects of Attitude, Self-efficacy Beliefs, and Motivation on Behavioural Intention in Teaching Science

Abstract

Article History: Purpose: Teacher’s behavioural intention in teaching science is one of the key determinants of students’ learning outcomes. Thus, it is crucial to study which affective domains are contributed to teacher’s behavioural intentions in teaching science. The present study aims to investigate the mediating effect of the dimensions of attitudes toward teaching science (i.e., cognitive beliefs, affective states, and perceived control) in the relationship between teacher self-efficacy beliefs and teaching motivation on behavioural intention in teaching science. Method: A quantitative research design was employed upon 127 pre-service science teachers in Malaysia and the PLS-SEM approaches were used for Received: 23 Apr. 2020 Received in revised form: 26 Jul. 2020 Accepted: 13 Mar. 2021 DOI: 10.14689/ejer.2021.93.11