The aim of this study is to explore lower secondary science teachers’ level of motivation and self-efficacy regarding meta-strategic knowledge, level of perceived importance, the frequency of practice and level of confidence in fostering higher-order thinking skills (HOTS) in teaching science. A survey design was employed and data were gathered using a questionnaire as an instrument. A total of 220 participants were sampled using stratified random sampling in Peninsular Malaysia. Findings indicate that the motivation and self-efficacy of the teachers in fostering HOTS during science teaching are at moderately high level. Significant positive relationships among perceived importance, frequency of practice and level of confidence were observed. Expertise in meta-strategic knowledge and an inclusive approach aimed at fostering HOTS during science lessons are the necessary ingredients in science teaching in contemporary schooling. In conclusion, this study affirms that the in-service science teachers’ motivation and self-efficacy are moderately high and significantly related to fostering HOTS.
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In-Text Citation: (Rahman, Perumal, & Ong, 2018)
To Cite this Article: Rahman, N. A., Perumal, P. A., & Ong, E.-T. (2018). Motivation and Self-efficacy of Science Teachers in Fostering HOTS in Peninsular Malaysia. International Journal of Academic Research in Business and Social Sciences, 8(12), 1825–1842.
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