Work

The psychology behind physics teachers’ attitudes toward out-of-school learning: the roles of self-efficacy and anxiety

Year: 2026

Type: article

Abstract: Introduction This study aimed to examine physics teachers’ attitudes toward out-of-school learning, self-efficacy beliefs, and anxiety in terms of various demographic variables, and to determine whether their self-efficacy and anxiety regarding out-of-school learning are significant predictors of their attitudes toward out-of-school learning. Methods An explanatory sequential mixed-methods research design was employed. Quantitative data were collected from 41 physics teachers employed by the Ministry of National Education in a province of Türkiye using the Self-Efficacy Belief Scale for Organizing Educational Field Trips to Out-of-School Learning Environments, the Anxiety Scale, and the Attitude Scale, all of which were developed by experts in the field. Following the quantitative phase, semi-structured interviews were conducted with 16 teachers selected from the quantitative sample through maximum variation sampling to explore their views and experiences in greater depth. Quantitative data were analyzed using descriptive statistics, independent samples t -tests, correlation analysis, and multiple linear regression analysis, whereas qualitative data were analyzed using content analysis. Results A statistically significant gender difference was found in attitudes toward out-of-school learning, with male teachers reporting higher scores than female teachers. The remaining demographic comparisons were not statistically significant; however, given the limited sensitivity associated with the small subgroup sizes, these results were considered inconclusive rather than evidence of no group differences. Self-efficacy was identified as a significant positive predictor of attitudes toward out-of-school learning, whereas anxiety was found to be a significant negative predictor. Together, self-efficacy and anxiety accounted for 39% of the variance in attitude scores in this sample ( R 2 = 0.39; adjusted R 2 = 0.36). The qualitative findings further indicated that teachers’ anxiety was primarily associated with student safety, legal procedures, administrative responsibilities, curriculum intensity, limited resources, and a lack of practical implementation experience. Discussion In this sample, self-efficacy and anxiety were associated with attitudes toward out-of-school learning, while the demographic comparisons identified a significant gender difference in attitude scores but no other statistically significant group differences. Whether support aimed at teachers’ self-efficacy and implementation-related concerns increases the use of out-of-school learning requires further investigation.

Source: Frontiers in Psychology

DOI: 10.3389/fpsyg.2026.1951607

Author: Tolga Saka

Institution: Kafkas University

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $3,801