Elementary teacher characteristics, experiences, and science subject matter knowledge: Understanding the relationships through structural equation modeling

Using structural equation modeling, we explored the relationship between practicing 5th and 6th grade elementary teachers' subject matter knowledge (SMK) of the science topics they are responsible for teaching and other factors, including teaching experience (number of years teaching current grade level), science teaching self-efficacy, formal science-related professional development opportunities, college science coursework, and instructional time devoted to science. Results indicate that teaching experience and science teaching self-efficacy were predictive of participants' science SMK; other factors only indirectly influenced science SMK through teachers' science teaching self-efficacy. Potential reasons and implications are discussed.