Science teaching in kindergartens: factors associated with teachers’ self-efficacy and outcome expectations for integrating science into teaching

Recently, much importance has been placed on early science education. This study examined the associations between kindergarten teachers' teaching self-efficacy, outcome expectations, and their integration of into teaching, investigated how four potential factors (i.e. mastery experience, interpersonal support, previous learning perceptions science) predict self-efficacy expectations for teaching. Structural equation modeling was employed to analyze questionnaire data collected from 813 teachers in public private kindergartens (teaching children aged 4–6). The results confirmed association expectations. When both were taken account degree only significantly influential. Moreover, this revealed that all associated with which experience most potent. On other hand, support they received played a significant role directly predicting could shed light better prepare childhood integrate classroom