SELF EFFICACY AS MEDIATOR BETWEEN LEARNING AND BEHAVIOUR AMONG IN-SERVICE SCIENCE TEACHERS TRAINING PROGRAMME OF HIGHER ORDER THINKING SKILLS

Abstract

The aim of this study is to explore the relationship between learning and behaviour among Malaysian science teachers after attending the In-Service Teachers Training Programme of Higher Order Thinking Skills (HOTS) which was mediated by their self-efficacy. The four-level model of Kirkpatrick was applied to evaluate training effectiveness at two levels, learning and behaviour based on the application of Bandura’s social cognitive theory. Multiple regression analyses indicate that self-efficacy mediated the relationship between learning (Knowledge, Skills, Attitude change) and behaviour. One of the practical implications emerging from this study is the importance of promoting and encouraging teacher participation in hand-on and HOTS-oriented activities. Such activities not only develop their self-confidence, but enhance their self-efficacy when implementing teaching and learning innovations related to HOTs. In terms of modification of the four-level model, the school organiser of the HOTS Programme should also include “self-efficacy” in the evaluation process in order to improve its effectiveness.