Relations between science teaching efficacy beliefs and teaching strategies used by 164 primary school teachers were investigated by the authors via a questionnaire survey. Results suggested that more than 50% of the teachers have spent their science lessons mainly based on text books, and 62.5% rarely or never conducted group experiments for students.

This paper reports a study that aims to identify teachers' concerns in terms of self concerns, task concerns and impact concerns. The authors indicate that the data are correlated with the different academic backgrounds and experiences of teachers and that the findings are significant for reconsidering curriculum implementation and for designing teacher education programme.