Brief Science Teaching Self-Efficacy Scale for Pre-Service Teachers: Educational Implications of Science Teaching Self-Efficacy in Relation to Anxiety Toward Experimental Sciences, STEAM Familiarity, and Academic Achievement

Anxiety toward experimental sciences may hinder learning, confidence in teaching science, and the professional development of pre-service teachers. Science teaching self-efficacy and familiarity with the STEAM approach have been identified as protective factors, although evidence examining these variables together remains limited. The purpose of this study was to analyze the validity and reliability of a brief measure of science teaching self-efficacy among pre-service teachers through its relationships with anxiety toward experimental sciences, familiarity with the STEAM approach, and academic achievement in science. A quantitative, cross-sectional study was conducted with 325 students enrolled in Early Childhood and Primary Education programs at the University of Jaén, with a mean age of 21.05 years (SD = 2.79). Results indicated that factor analyses supported the unidimensional structure of the Brief Science Teaching Self-Efficacy Scale for Pre-Service Teachers (BSTSES-PST) and showed satisfactory internal consistency. Science teaching self-efficacy was negatively associated with anxiety toward experimental sciences and positively associated with STEAM familiarity and academic achievement. In conclusion, the BSTSES-PST is a valid and reliable instrument for assessing science teaching self-efficacy among pre-service teachers. Greater self-efficacy was associated with lower anxiety, greater STEAM familiarity, and higher academic achievement.