As a part of larger study aimed at investigating predictors of science teacher self-efficacy for teaching scientific inquiry in the classroom, this study has three objectives (a) describe teachers’ extant practices of constructive alignment in teaching scientific inquiry ;(b) investigate the teachers’ perceived self-efficacy in teaching scientific inquiry and (c) examine the impact of teachers’ perceived self-efficacy on practices of constructive alignment in teaching scientific inquiry. A questionnaire was used for data collection from 193 science teachers at state schools in a larger urban school district in Sri Lanka. A General Linear Model (GLM) Univariate analysis using SPSS 21.00 programme was used for data analysis. Fact findings revealed that the enactment of scientific inquiry was satisfactory among the respondents, however, it looks more towards “scripted approach to inquiry in terms of learning outcomes, teaching learning activities and assessment tasks of scientific inquiry. The teachers’ perceived self- efficacy in student engagement was lower than that of classroom management and instructional strategies associated with inquiry-based teaching. It also reported only area of certification for teaching science, teacher self-efficacy in student engagement and self-efficacy in instructional strategies were significant predictors of perceived use of scientific inquiry. No statistically significant differences in use rates of scientific inquiry were found either by gender or education level. The implications and suggestions for future research are also included.
