Exploring female pre-service teachers’ self-efficacy in teaching science and mathematics: a mixed-methods study

Abstract

Teacher self-efficacy is particularly relevant to the teaching of science and mathematics and affects their teaching and learning through the teachers’ instructional practices. This study examines female pre-service teachers’ self-efficacy in teaching science and mathematics across three domains: planning, implementation, and assessment, and examines the factors influencing its development during practicum experiences. A mixed-methods design was used, quantitative data were collected using a validated scale from 86 female pre-service teachers, while qualitative data were obtained through a semi-structured interview. Data were analyzed with descriptive statistics and thematic analyses, respectively. The results indicated consistently high levels of self-efficacy across all domains, with the highest levels in instructional implementation, followed by planning and assessment. Qualitative findings further revealed that field-based experiences, mentoring, and reflective practice enhance confidence in lesson design, classroom management, and student engagement. The study concludes that self-efficacy develops through the interaction of cognitive, emotional, and contextual factors. These findings have practical implications for improving teacher education programs by emphasizing structured practicum experiences, reflective mentorship, and targeted pedagogical training, and they provide directions for future research on subject-specific teacher development.