Abstract

• The purpose of this study is to find out primary teachers’ belief about science teaching and learning and their teaching practices to implement the new curriculum in Dala Township and it also investigates the mediation effect of teachers’ science teaching efficacy belief on the relationship between teachers’ belief about science teaching and learning and teaching practices. One hundred and two primary teachers from the selected schools participated in this study. Simple random sampling technique was used in selecting schools and the primary teachers in the selected schools were chosen for this study. Types of teachers’ belief about science teaching and learning and teaching practices, level of science teaching efficacy belief and the relationship between belief and practices were explored. Quantitative method was applied in this study. Questionnaire included four parts; demographic items, belief about science teaching and learning items, science teaching efficacy belief items and teaching practices items. The reliability coefficient (the Cronbach’s alpha) of the questionnaire was 0.82. Descriptive statistics, Pearson correlation and mediation analysis were conducted for the analysis of quantitative data. A majority of teachers demonstrated constructivist belief to implement new curriculum. Teachers had moderately high level of science teaching efficacy belief and they strongly believed that they had the capability to implement the new science curriculum. However, they demonstrated moderately low level of efficacy in taking responsibility of the outcomes. A vast majority of the teachers use teaching practices in line with the reforms. Although teachers in this study were familiar with the types of methods that are currently advocated by the New Curriculum reform, there were many contextual factors leading to dissimilarity between belief and practices. According to the findings, teachers should be provided with more resources and effective professional development programs that will reconcile teachers’ beliefs with the goals of the new science curriculum.