Arab Educational Information Network

This research aims to investigate high school Female science teachers’ self-efficacy to teach in light of STEM approach, and the difference in their self-efficacy based on their specialization, and degree. To achieve its objectives, the research used the descriptive survey methodology. In addition, an open- closed questionnaire was developed and distributed among a sample consisting of (700) high school science teachers of (biology, physics, and chemistry) in Riyadh, with a total number of respondents reaching (255). Findings showed that science self-efficacy to teach in light of STEM approach were Average, their self-efficacy came firstly, from develop their knowledge in science, engineering, mathematics and technology, secondly, classroom management, thirdly, Develop science and engineering practices for the students. In Addition, Findings no significant differences were found in science teachers’ self-efficacy in term of specialization, and degree; with the exception of teachers’ self-efficacy to develop their knowledge in science, technology, engineering and mathematics; where differences were found to be in favor of MA and PhD science teachers. in view of these findings, a number of recommendations were provided including intensifying professional development programs dedicated for employing technology, engineering and Mathematics to learn and apply scientific concepts. (Published abstract)