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The provision of quality science education is a global priority beset by longstanding challenges, which can be amplified in rural and regional contexts. This creates a dual problem where stakeholders must focus on the improvement of science education outcomes whilst being cognisant of the established divided between metropolitan and non-metropolitan learners. Considering the recent positive TIMSS results which showed equitable science results for regional, remote and metropolitan Australian year 4 students, this paper aims to examine the relationship between primary teachers' school location and their science teaching efficacy beliefs and reported science teaching practices. A total of 206 Australian primary science educators responded to a cross sectional quantitative survey. Descriptive statistics, analysis of variance (ANOVA) and chi-square analyses found no statistically significant differences between metropolitan and non-metropolitan teachers on measures of science teaching efficacy beliefs and reported science teaching approaches. This apparent contradiction of established research themes merits deeper school and student-focused research to understand the practical implications that could arise from these findings.
Deehan et al. (Tue,) studied this question.