| Statement |
Strongly
Agree |
Agree |
Neutral |
Disagree |
Strongly
Disagree |
| When a student does better than usual in science, it is often because the teacher exerted a little extra effort. |
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| I continually try to find better ways to teach science. |
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| Even if I try very hard, I do not teach science as well as I teach most subjects. |
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| When the science grades of students improve it is often due to their teacher having found a more effective teaching approach. |
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| I know how to teach science concepts effectively. |
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| I am not very effective in monitoring science experiments. |
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| If students are underachieving in science, it is more likely due to ineffective science teaching. |
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| I generally teach science ineffectively. |
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| The inadequacy of a student's science background can be overcome by good teaching. |
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| When a low-achieving child progresses in science, it is usually due to extra attention given by the teacher. |
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| I understand science concepts well enough to be effective in teaching elementary science. |
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| The teacher is generally responsible for the achievement of students in science. |
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| Students' achievement in science is directly related to their teacher's effectiveness in science teaching. |
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| If parents comment that their child is showing more interest in science at school, it probably due to the performance if the child's teacher. |
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| I find it difficult to explain to students why science experiments work. |
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| I will typically be able to answer student's science questions. |
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| I wonder if I have the necessary skills to teach science. |
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| Given a choice, I will not invite the principal to evaluate my science teaching. |
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| When a student has difficulty understanding a science concept, I usually will be at a loss as to how to help the student understand it better. |
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| When teaching science, I usually welcome student questions. |
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| I do not know what to do to turn students on to science. |
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