Junior High School Teachers’ Attitudes Toward Inquiry-Based Science Teaching: Enabling or Disabling Dispositions?

This study sought to examine whether junior high school teachers’ attitudes are enabling or disabling dispositions toward inquiry-based science teaching. We used concurrent triangulation mixed methods design involving surveys and multiple case studies collect quantitative qualitative data. sampled 308 integrated teachers a subsample of 18 from schools in urban rural areas. Validity reliability the questionnaire were satisfactory for research. Credibility dependability semi-structured interview schedule also sufficient. Findings suggest that most context hold weak unfavourable combination societal subjective norms, perceived dependency, adversely influence their intentions behaviours further developed partly because they never had teaching learning experiences when students. Again, general specific subjects such as biology, chemistry, physics instead (integrated) science. recommend frequent attitude-focused in-service trainings teachers. reforms education engages preservice experiences.