Neuroscience Exposure as a Predictor of Teaching Self-Efficacy
Teaching self-efficacy refers to a teacher’s confidence in their ability to engage students and foster learning, directly influencing their instructional planning, strategies, and student assessment practices. Neuroscience education for teachers has been shown to increase enthusiasm and support prof...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-05-01
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| Series: | European Journal of Investigation in Health, Psychology and Education |
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| Online Access: | https://www.mdpi.com/2254-9625/15/5/86 |
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| author | Ana Julia Ribeiro Rafael Lima Dalle Mulle Fernando Eduardo Padovan-Neto |
| author_facet | Ana Julia Ribeiro Rafael Lima Dalle Mulle Fernando Eduardo Padovan-Neto |
| author_sort | Ana Julia Ribeiro |
| collection | DOAJ |
| description | Teaching self-efficacy refers to a teacher’s confidence in their ability to engage students and foster learning, directly influencing their instructional planning, strategies, and student assessment practices. Neuroscience education for teachers has been shown to increase enthusiasm and support professional growth by introducing essential brain-related principles. This study investigated whether prior exposure to neuroscience predicts teaching self-efficacy among Brazilian basic education teachers. A total of 1120 teachers completed online surveys, providing sociodemographic information, educational background, teaching experience, and data regarding their previous neuroscience exposure. Participants’ neuroscience knowledge was assessed through a questionnaire designed to measure familiarity with fundamental neuroscience concepts, and teaching self-efficacy was evaluated using the Teacher Sense of Efficacy Scale (TSES). The results indicated that teachers with prior exposure to extracurricular neuroscience courses demonstrated significantly higher neuroscience knowledge. Additionally, those with previous neuroscience exposure exhibited a marginally significant increase in self-efficacy for instructional strategies and a significant increase in classroom management, while no significant differences were observed in student engagement. Regression analyses confirmed that neuroscience exposure significantly predicted self-efficacy in instructional strategies and classroom management. These findings reinforce the connection between neuroscience education and enhanced teaching self-efficacy, underscoring the importance of neuroeducation programs as valuable tools for supporting teachers’ professional development and well-being. |
| format | Article |
| id | doaj-art-6ede52538d4b4ff696e05bcc2a2ced78 |
| institution | OA Journals |
| issn | 2174-8144 2254-9625 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | European Journal of Investigation in Health, Psychology and Education |
| spelling | doaj-art-6ede52538d4b4ff696e05bcc2a2ced782025-08-20T01:56:31ZengMDPI AGEuropean Journal of Investigation in Health, Psychology and Education2174-81442254-96252025-05-011558610.3390/ejihpe15050086Neuroscience Exposure as a Predictor of Teaching Self-EfficacyAna Julia Ribeiro0Rafael Lima Dalle Mulle1Fernando Eduardo Padovan-Neto2Laboratory of Neuropsychopharmacology of Neurodegenerative Diseases, Department of Psychology, Faculty of Philosophy, Sciences and Letters of Ribeirão Preto, University of São Paulo, São Paulo 05508-220, BrazilLaboratory of Research and Integration in Psychology, Education and Technology, Department of Psychology, Faculty of Philosophy, Sciences and Letters of Ribeirão Preto, University of São Paulo, São Paulo 05508-220, BrazilLaboratory of Neuropsychopharmacology of Neurodegenerative Diseases, Department of Psychology, Faculty of Philosophy, Sciences and Letters of Ribeirão Preto, University of São Paulo, São Paulo 05508-220, BrazilTeaching self-efficacy refers to a teacher’s confidence in their ability to engage students and foster learning, directly influencing their instructional planning, strategies, and student assessment practices. Neuroscience education for teachers has been shown to increase enthusiasm and support professional growth by introducing essential brain-related principles. This study investigated whether prior exposure to neuroscience predicts teaching self-efficacy among Brazilian basic education teachers. A total of 1120 teachers completed online surveys, providing sociodemographic information, educational background, teaching experience, and data regarding their previous neuroscience exposure. Participants’ neuroscience knowledge was assessed through a questionnaire designed to measure familiarity with fundamental neuroscience concepts, and teaching self-efficacy was evaluated using the Teacher Sense of Efficacy Scale (TSES). The results indicated that teachers with prior exposure to extracurricular neuroscience courses demonstrated significantly higher neuroscience knowledge. Additionally, those with previous neuroscience exposure exhibited a marginally significant increase in self-efficacy for instructional strategies and a significant increase in classroom management, while no significant differences were observed in student engagement. Regression analyses confirmed that neuroscience exposure significantly predicted self-efficacy in instructional strategies and classroom management. These findings reinforce the connection between neuroscience education and enhanced teaching self-efficacy, underscoring the importance of neuroeducation programs as valuable tools for supporting teachers’ professional development and well-being.https://www.mdpi.com/2254-9625/15/5/86neurosciencesself-efficacyteacherseducational neurosciencebasic education |
| spellingShingle | Ana Julia Ribeiro Rafael Lima Dalle Mulle Fernando Eduardo Padovan-Neto Neuroscience Exposure as a Predictor of Teaching Self-Efficacy European Journal of Investigation in Health, Psychology and Education neurosciences self-efficacy teachers educational neuroscience basic education |
| title | Neuroscience Exposure as a Predictor of Teaching Self-Efficacy |
| title_full | Neuroscience Exposure as a Predictor of Teaching Self-Efficacy |
| title_fullStr | Neuroscience Exposure as a Predictor of Teaching Self-Efficacy |
| title_full_unstemmed | Neuroscience Exposure as a Predictor of Teaching Self-Efficacy |
| title_short | Neuroscience Exposure as a Predictor of Teaching Self-Efficacy |
| title_sort | neuroscience exposure as a predictor of teaching self efficacy |
| topic | neurosciences self-efficacy teachers educational neuroscience basic education |
| url | https://www.mdpi.com/2254-9625/15/5/86 |
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