A Reliability Generalization Study of the Teacher Efficacy Scale and Related Instruments (original) (raw)
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Confirmatory factor analysis of the Teacher Efficacy Scale for prospective teachers
British Journal of Educational Psychology, 2005
Research on teacher self-efficacy has revealed substantive problems concerning the validity of instruments used to measure teacher self-efficacy beliefs. Although claims about the influence of teachers' self-efficacy beliefs on student achievement, success with curriculum innovation, and so on, may be true statements, one cannot make those claims on the basis of that body of evidence if the instruments are not valid measures of teachers' self-efficacy beliefs.
" Self-efficacy scale for teachers " -Preliminary study
The purpose of this study is to introduce " Self-efficacy scale for teachers " into scientific field in order to evaluate teachers' opinions on their self-efficacy. This study which is conducted to develop " Self-efficacy scale for teachers " aims at making clear the contribution of teacher behaviour to psychological measuring as well as providing support for psychometric studies which have recently become popular. In order to determine the self-efficacy of teachers, 3 experts who have a good command on the field and work in education sector put forward 20 items after having discussed on them and later they reduced them to 13 items. Then, 5 point likert scale comprising of 13 items was prepared. 3 experts who have a good command on the field removed 5 items of the scale which are not suitable for self-efficacy, which cannot define self-efficacy and whose scale set up could not be formed properly. Finally, 8 items remained in the scale, which is also the final state of it. Upon reducing the scale to 8 items, 50 teachers were applied the 8-item scale. It was investigated that whether the questions are comprehensible and whether there are general problems regarding the questions. Second application started after proving the comprehensibility of the 8 items. 670 teachers from each branch were applied the scale in the second application. 170 teachers were removed from the study as they lacked several questions in the scale. Statistical analyses were carried out on the forms filled out by 500 teachers from each branch. Descriptive Statistics, Pearson's Correlation Technique, Principal Components Factor Analysis and Cronbach's Alpha were used for the analyses of the statistics. According to the findings obtained from the analyses, it was found out that there were no inoperative items and all 8 items could be utilized. It was determined that Cronbach's Alpha, which is an internal consistency coefficient, was .87 and the scale had high reliability coefficient. The scale was under only one factor. Results showed that " Self-efficacy scale for teachers " could be more beneficial when it is applied on a broader group of teachers.
The present study contributes to knowledge of the construct validity of the short form of the Teacher Sense of Efficacy Scale (and by extension, given their similar content and psychometric properties, to the long form). The authors' research involves: (1) examining the psychometric properties of the TSES on a large sample of elementary, middle, and high school teachers, and comparing their results to those reported by Tschannen-Moran and Hoy (2001); and (2) conducting a longitudinal analysis (predictive validity) of the TSES as a predictor of subsequent teacher classroom performance and student value-added learning, controlling for school characteristics and teacher experience, among elementary teachers. While the psychometric properties results provide important replication indications, the longitudinal analysis provides a much more compelling construct validity assessment within a broader nomological net of teacher sense of efficacy, teacher performance, student achievement, ...
Construct Validity to Examine the Latent Traits of Teacher Self-Efficacy Instrument
Teacher efficacy is an important debatable subject concerning its definition and measure. The purpose of this study was to evaluate the construct and convergent validity of Tschannen-Moran and Hoy (2001)’s ‘Teacher Self-Efficacy Scale (TSES)’. The study used the short version (12-item) TSES scale and Teacher Efficacy Scale (TSE) developed by Gibson and Dembo (1984) as an alternative measure. Total 412 in-service public school teachers from four provinces of Pakistan were selected including 242 (58.74%) female and 170 (41.26%) male teachers. The results show that Principal Axis Factoring yielded three factors, accounting for 64% of the total variance. The factor loading ranged from .50 to .89. Communalities were in the range of 0.54 to 0.77 with an average of 0.64. There was significant a correlation between two efficacy measures, r(410) = .58, p < .001. Parallel analysis using 1000 sets of simulated data also suggested three factors of the TSES measure for in-service teachers. Female teachers tend to have higher sense of efficacy than male teachers. The findings of this study provide useful information about to psychometric properties of teacher efficacy scale which further encourages researchers to revise teacher efficacy scale for more reliable and valid measurement.
Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self
Teaching and Teacher Education, 2008
This paper distinguishes between teacher efficacy and teacher self-efficacy beliefs and describes a need for theory and research-based measures of teachers' self-efficacy beliefs that are grounded in the context of the classroom. To meet this need, a new measure of teacher self-efficacy beliefs, the Teachers' Efficacy Beliefs System-Self (TEBS-Self), is described by the authors. Principal components analysis results are presented from three independent studies performed in the United States (n ¼ 2373 K-6 teachers) using the TEBS-Self. r
Examining the Factor Structure of the Teachers’ Sense of Efficacy Scale
The Journal of Experimental Education, 2009
The authors examined the factor structure of the long and short forms of the Teachers' Sense of Efficacy Scale (TSES; M. Tschannen-Moran & A. Woolfolk-Hoy, 2001) for practicing (n = 102) and preservice teachers (n = 270), comparing the responses to both forms of the TSES, and looked for differences in teachers' efficacy with respect to experience and grade level taught. They found the 3-factor structure-efficacy for classroom management, instructional practices, and student engagement-to be appropriate for practicing teachers, but they found a single efficacy factor to be appropriate for preservice teachers. The long and short forms of the TSES produced similar means and reliability information, suggesting that either form is appropriate for use with preservice or practicing teachers. Last, they found that teachers with 10 or more years of teaching experience and those teaching at the elementary level reported significantly higher levels of efficacy than did preservice teachers or those teaching at the middle or high school levels, respectively.
Teachers’ Self Efficacy Scale: Construction And Validation
Self-Efficacy is in fact a functionary expression of the concept " Self-Competent relief ". It is a behavioural feature found in individual in varying degrees decided by the intensity of trust on oneself at feeling level, thinking level and at functional (action) level. In developing an instrument for assessing Self-Efficacy of teachers, the need for considering the individuals' domain of activity was theoretically established and proved by adopting the domain of teaching. Evidences of different validities were recorded along with the measure of reliability. The presence of universal constructs of Self-Efficacy-Depression, Anxiety, and Optimism in the newly prepared instrument is shown through the process of verifying its criterion related validity. The researcher confirms the utility of the areas of teaching activity – Individual Growth Oriented Practices (IGOP), Instructional Practices (IP), and Social Emotional Practices (SEP) in assessing teachers' Self-Efficacy, by confirmatory factor analysis.
Teachers' Sense of Efficacy Scale: The Study of Validity and Reliability
2015
Teachers’ Sense of Efficacy Scale (TSES) was developed by Tschannen-Moran and Anita Woolfolk Hoy (2001), an attempt to provide an instrument with strong reliability and validity. The purpose of the present study was to explore the validity and reliability of the Albanian version, of the Teachers’ Sense of Efficacy Scale applied to student teachers. Data in this study were collected from a total number of 92 students enrolled in the third year of the Bachelor study program: "Elementary Teacher" and "Preschool Teacher". Measurements were made at two stages of development Pedagogical Practice. Descriptive statistics, Principal-axis factoring with varimax rotation, and Scree Test were used to explore the data analyses. Results revealed that the Albanian version of the Teachers’ Sense of Efficacy Scale had high reliability coefficient which was α = .94 (before practice) and α= .96 (after practice), as estimated by Cronbach alpha coefficient. Factorial analysis found t...
Teacher efficacy: capturing an elusive construct
Teaching and Teacher Education, 2001
Teacher efficacy has proved to be powerfully related to many meaningful educational outcomes such as teachers’ persistence, enthusiasm, commitment and instructional behavior, as well as student outcomes such as achievement, motivation, and self-efficacy beliefs. However, persistent measurement problems have plagued those who have sought to study teacher efficacy. We review many of the major measures that have been used to capture the construct, noting problems that have arisen with each. We then propose a promising new measure of teacher efficacy along with validity and reliability data from three separate studies. Finally, new directions for research made possible by this instrument are explored.