Relationship between self-efficacy beliefs and emotions of future teachers of Physics in secondary education

In the following paragraphs, we shall present some of the most relevant results, basing on the items that have obtained significant differences. The plots represent the percentages of subjects experiencing positive (on the left) and negative emotions (on the right) in teaching secondary school physics content, and whether they agree or disagree with the proposed statements, indicating their corresponding positive or negative self-efficacy in each case.

Figure 2 shows that the prospective teachers who feel capable of teaching science (Positive self-efficacy: “3 – Agree” and “4 - Strongly Agree”) also present positive emotions (trust, pleasure, satisfaction,…) about their future teaching of secondary school physics content. However, the subjects who feel themselves to be less capable (Negative efficacy: “1 - Strongly Disagree” and “2 – Disagree”) experience increased negative emotions (frustration, boredom, anger, fear,…) about their future teaching of physics content.

Figure 2. Graph of the relationship: The belief that I would be able to teach physics with my training / Emotions on teaching the content of (secondary education) physics.

Figure 3 shows that the prospective secondary school teachers who experience anxiety about teaching complex scientific content (Negative efficacy: “3 – Agree” and “4 - Strongly Agree”) present negative emotions (hate, anxiety, frustration,…) about teaching physics content. In contrast, those subjects who think they are qualified to teach complex scientific content (Positive self-efficacy: “1 - Strongly Disagree” and “2 – Disagree”) show an increase in positive emotions (fun, pride, satisfaction,…).

Figure 3. Graph of the relationship: The belief that explaining complex scientific content causes anxiety in me / Emotions on teaching the content of (secondary education) physics.

Figure 4 shows that the subjects who believe they have the necessary skills to teach science content (Positive self-efficacy: “3 – Agree” and “4 - Strongly Agree”) experience mostly positive emotions (motivation, enthusiasm, pleasure,…) on teaching the subject of physics. In contrast, those who believe they do not possess the necessary skills to teach science content (Negative self-efficacy: “1 - Strongly Disagree” and “2 – Disagree”) experience increased negative emotions (sadness, pessimism, anger,…) in teaching physics.

Figure 4. Graph of the relationship: The belief that I possess the necessary skills to teach science content / Emotions on teaching the content of (secondary education) physics.