Secondary School Science and Mathematics Teachers’ Self-Efficacy Beliefs Regarding Learner-centred Instructional Practices
Description
This dataset reports on secondary school science and mathematics teacher self-efficacy beliefs to enact learner-centred instructional practices. This is based on the fact that teachers' self-efficacy beliefs and their ability to enact learner-centered instructional practices have been associated with effective teaching and improved learner academic performance. The data were collected from 257 participants using an online-based questionnaire that was distributed through WhatsApp platforms of participants enrolled in science or mathematics education programmes at three universities in Zambia. The data were collected from April to July 2025. The dataset consists of raw data in a Microsoft Excel file 'Raw data_Teachers self-efficacy beliefs about learner centred instructional practices' and a Microsoft Word document 'Analysed Data-Teachers' self-efficacy'. The raw data (sheet 1) shows participants’ demographic data (D1 to D7) and self-efficacy beliefs to enact learner-centred instructional practices SE1 to SE25. The analysed data contains results presented in Tables 1 to 8. There are two main reasons for presenting the analysed data in sheet 3 and this paper. To: (1) establish the reliability of the questionnaire survey, and (2) determine the level of the participants’ self-efficacy beliefs/confidence level to use learner-centred instructional practices, and the role of demographic characteristics on teachers’ self-efficacy beliefs to enact the learner-centred instructional practices. The data were analysed using the SPSS version 25 by computing descriptive and inferential statistics. The findings revealed that the questionnaire was very reliable and therefore can be used to measure secondary school science and mathematics teachers’ self-efficacy beliefs about enacting learner-centred instructional practices. Furthermore, the findings on the level of teachers' self-efficacy beliefs indicate that teacher report very high self-efficacy beliefs to enact learner-centred instructional practices. The results show statistically significant differences in teachers' self-efficacy beliefs between in-service and pre-service teachers. However, the data shows no statistically significant differences were found based on gender, specialisation, teaching experience, highest qualifications, and qualifications being pursued. The data may provide insight into the teachers’ self-efficacy beliefs regarding the use of learner-centred instructional practices as measured in the questionnaire. The data may also provide a basis for planning large-scale studies targeted at improving the teaching and learning of science and mathematics. These data should be interpreted in the context of secondary school science and mathematics teachers in a developing country-Zambia. However, insights from the data contributes to the global discourse on self-efficacy beliefs in science and mathematics teaching.
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Steps to reproduce
The data were collected using a self-administered seven-point questionnaire (refer to the questionnaire in the attachment) that was administered through a Google form between April 15 and July 2, 2025. The form was sent via WhatsApp groups to pre-service and in-service science and mathematics education students enrolled at three Zambian universities. The survey was divided into two sections: Part A asked respondents to answer questions about their demographics-age, gender, category of teachers, highest qualification, qualification being pursued, teaching experience, and specialisation (D1–D7), and Part B asked them to reply to questions regarding their self-efficacy beliefs to employ learner-centered instructional practices (SE1–SE25). Participants had to choose responses from 1 to 7, where 1 = Not at all confident, 2 = Slightly confident, 3 = Somewhat confident, 4 = Moderately confident, 5 = Fairly confident, 6 = Very confident, 7 = Completely confident.