Predictors of Science Teaching Effectiveness: A study of PCK, Attitude and Self-efficacy

Abstract

Students’ scientific literacy, conceptual grasp, and interest in science education are all significantly influenced by the efficacy of science instruction. Pedagogical content knowledge, scientific teaching self -efficacy, and teachers’ attitude toward science education have regularly been found to be important teacher- related variables among the many factors impacting effective science instruction. In order to investigate the individual and interaction roles of PCK, scientific teaching self -efficacy, and attitudes toward science teaching in improving instructional effectiveness, this systematic qualitative review synthesizes recent empirical investigations published between 2020 and 2026. The Preferred Reporting items for systematic reviews and Meta-Analyses (PRISMA 2020) framework is used in the review to find, filter, and evaluate peer -reviewed research that has been retrieved from significant scholarly databases such as Scopus, Web of Science, ERIC, and Google Scholar. Four major themes emerge from the review’s thematic synthesis: 1) Pedagogical content knowledge as the cornerstone of successful science instruction; 2) The impact of science teaching self-efficacy on instructional practices and classroom engagement; 3) The contribution of positives attitudes towards science teaching to learner centered pedagogy and professional commitment; 4) The dynamic interaction among these three constructs in fostering teaching effectiveness. The results show that teachers with strong self -efficacy beliefs, well-developed PCK, and good professional attitudes are more likely to use inquiry -based teaching tactics and successfully resolve students’ misconceptions.