Levels of Self-Efficacy and Motivation among Pre-Service Teachers in Implementing STEM Education

Abstract

Teacher self-efficacy and motivation play a vital role in preparing future educators to effectively implement STEM education. This study aimed to determine the levels of self-efficacy and motivation among pre-service teachers in implementing STEM education. A quantitative survey design was employed involving 102 pre-service teachers from a public university in Malaysia. Data were collected using a 32-item questionnaire and analysed using descriptive statistics, Cronbach's alpha reliability analysis and normality analysis. The findings revealed that the respondents demonstrated high levels of self-efficacy and generally high levels of motivation in implementing STEM education. The instrument exhibited excellent reliability for self-efficacy (α = 0.940) and good reliability for motivation (α = 0.876). These findings indicate that pre-service teachers possess the confidence and motivation required to support the effective implementation of STEM education. The study highlights the importance of sustaining teacher education programmes that strengthen pre-service teachers' self-efficacy and motivation to support the effective implementation of STEM education