Pre-Service Science Teachers’ Self-Efficacy for Teaching Science in Diverse Indian Classrooms: A Mixed-Methods Study of General, Instructional, and Culturally Responsive Confidence

This explanatory sequential mixed-methods study examined pre-service science teachers’ self-efficacy for teaching science in diverse Indian classrooms. Quantitative data from 150 pre-service teachers using the SESSTD measured three dimensions: culturally responsive science teaching and inclusivity (CRSTI), instructional strategies and engagement (ISE), and teacher preparation and professional development (TPPD). Fifteen participants were purposively selected for a focus group discussion. Results showed moderately high self-efficacy across all subscales, with CRSTI marginally highest. Multiple regression indicated ISE significantly predicted CRSTI, whereas TPPD did not. Qualitative findings identified mastery experience as the most cited source of confidence; inconsistent or absent mentor feedback, linguistic diversity, and tension between teacher-education pedagogy and field practice emerged as challenges. The findings suggest general instructional and culturally responsive confidence are closely linked, while training/mentorship confidence is comparatively distinct. Implications concern mastery-oriented, practice-embedded teacher preparation for diverse science classrooms.