Research indicates that teacher efficacy influences student achievement and is situation specific. With the Next Generation Science Standards calling for the incorporation of engineering practices into K–12 classrooms, it is important to identify teachers’ engineering teaching efficacy. A study of K–5 teachers’ engineering self-efficacy and engineering teaching efficacy revealed that that they have low engineering self-efficacy and low teacher efficacy related to engineering pedagogical content knowledge. Additionally, significant differences existed in self-efficacy levels based on gender, ethnicity, Title I school status, and grade level taught.

中文翻译：

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初中教师工程自我效能与工程教师效能的考核

研究表明，教师效能会影响学生的成绩，并且是针对具体情况的。随着下一代科学标准要求将工程实践纳入 K-12 课堂，确定教师的工程教学效率非常重要。一项关于K-5教师工程自我效能感和工程教学效能感的研究表明，他们的工程自我效能感和与工程教学内容知识相关的教师效能感较低。此外，基于性别、种族、Title I 学校地位和所教年级水平的自我效能水平存在显着差异。