Improving Elementary School Teacher’ Self-Efficacy towards Teaching Science
Nancy Harding, Ph.D.

Abstract
The central purpose of this article is to explore elementary school teachers’ self-efficacy towards teaching science. Interviews with teachers reveal that elementary school teachers do not usually have degrees in science and often see science as a subject that is hard academically to learn and to teach. Included in this article is a model for professional development to improve elementary school teachers’ self-efficacy to teach science. The goal is to break the cycle of poor science education in elementary schools thus increasing young students’ ability and motivation to excel in science.

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