Science Teaching Self-Efficacy among Teachers in Northern Mazar, Jordan

،، ،Teacher self-efficacy is a key factor influencing instructional quality, classroom performance, and teachers’ ability to implement effective teaching strategies, particularly in science education. This study aimed to identify the level of science teaching self-efficacy among teachers in the Northern Mazar District Education Directorate in Jordan and to examine whether it differed according to gender and teaching experience. The study adopted a descriptive-analytical approach. Data were collected using a validated questionnaire administered to a sample of 90 science teachers during the 2021/2022 academic year. The findings revealed that teachers’ self-efficacy in science teaching was at a moderate level. The results also showed no statistically significant differences attributable to gender, while statistically significant differences were found according to teaching experience. Based on these findings, the study recommends strengthening in-service professional development programs for science teachers, with particular emphasis on modern teaching strategies and the requirements of the developed science curricula. Enhancing these areas may contribute to improving teachers’ instructional confidence, classroom effectiveness, and overall science teaching quality.