Objectives: This study aimed at investigating the level of science student teachers’ self-esteem and their attitudes toward teaching science, it also investigated the relationship between student teachers’ self-esteem and some other variables such as gender, specialization and accumulative average. The correlational relationship between student teachers’ self-esteem and their attitudes toward teaching were also investigated as well.
Methods: The study followed a descriptive methodology, a stratified random sample was selected and consisted of (469) student teachers’ from both genders all were completing their third and fourth academic year and all were studying science in the academic year (2020/2021), The data was collected from them using two separate tools a self-esteem scale and the attitudes toward science questionnaire.
Results: The study showed that levels of self-esteem and attitudes among student teachers were moderate. There were significant statistical differences in self-esteem and attitudes between students based on their gender, accumulative average and educational qualification, with females, those with higher accumulative average, and those who completed their educational qualification all having favorable levels. However, there was no statistically significant difference in self-esteem and attitudes based on student specialty. Additionally, there was a significant correlational relationship between self-esteem and attitudes.
Conclusions: We concluded that self-esteem is an important concept that should be included in to the professional standards for the new science teachers, and a further interest should be paid to offer teaching qualifications to graduates who will be science school teachers.