Science teaching self-efficacy of culturally foreign teachers: A baseline study in Abu Dhabi

• One of very few self-efficacy studies of culturally foreign teachers.
• Cultural adaptation may influence teaching efficacy.
• Teaching context just as important as pedagogy.

This study focuses on the self-efficacy of teachers working in a culturally foreign environment. The research presented describes an exploratory study examining the science teaching efficacy beliefs of culturally foreign teachers in Abu Dhabi's primary schools, private and public. A standardized teacher self-efficacy instrument (STEBI A) specific to science education was used to collect data on teachers’ perceptions of their strengths and weaknesses in the area of science education. Results showed a much lower sense of self-efficacy in comparison to other studies elsewhere in the world, and indicate cultural adaptation – both personal and professional – may influence teaching efficacy of beginning and experienced teachers. Self-efficacy of teachers working within a culturally different environment is an underexplored field and is worthy of future research.