Research Article

Teacher characteristics do not predict self-efficacy for learner-centered instruction in science and mathematics: A null finding from Zambian teacher education

Thumah Mapulanga 1 * , Loyiso Currell Jita 1
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1 Department of Mathematics, Natural Science and Technology Education, University of the Free State, Bloemfontein, SOUTH AFRICA* Corresponding Author
European Journal of Science and Mathematics Education, 14(4), October 2026, 629-643, https://doi.org/10.30935/scimath/19500
Published: 06 October 2026
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ABSTRACT

Learner-centered instruction is widely promoted in science and mathematics education. Yet, the extent to which teacher demographic characteristics shape self-efficacy for such practices in developing-country contexts, particularly within university-based teacher education programs in Zambia, remains underexplored. This study examined the self-efficacy for learner-centered instruction among 257 pre-service and in-service science and mathematics teachers enrolled in university-based teacher education programs in Zambia. The study employed a cross-sectional survey design to investigate whether demographic characteristics collectively predict self-efficacy for learner-centered instructional practices. Descriptive findings indicated consistently high self-efficacy across demographic groups. However, multiple linear regression analysis revealed that age, gender, teaching experience, qualification, category of teacher, and subject specialization did not significantly predict teachers’ self-efficacy beliefs. The regression model was not significant, F (7,249) = 1.33, p = 0.237, and explained only 3.6% of the variance in self-efficacy (R² = 0.036). Post-hoc power analysis indicated insufficient power to detect small effects (achieved power ≈ 0.35). These findings tentatively suggest that professional learning experiences may warrant greater attention than demographic characteristics in future better-powered longitudinal research. Implications for the design of STEM teacher education curricula are discussed.
Keywords: teacher characteristics, teacher self-efficacy, learner-centered instruction, secondary school teachers, science instruction, mathematics instruction, teacher education

CITATION (APA)

Mapulanga, T., & Jita, L. C. (2026). Teacher characteristics do not predict self-efficacy for learner-centered instruction in science and mathematics: A null finding from Zambian teacher education. European Journal of Science and Mathematics Education, 14(4), 629-643. https://doi.org/10.30935/scimath/19500

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