The Psychometric Characteristics of Teacher's Self-efficacy Scale
Subject Areas :سمیه سالاری 1 , سیاوش طالع پسند 2
1 - دانشجوی دکتری مدیریت آموزشی دانشگاه سمنان
2 - دانشیار گروه روانشناسی تربیتی. دانشگاه سمنان
Keywords: "reliability", "self-efficacy", "teacher’s self-efficacy", "validity",
Abstract :
self-efficacy beliefs refer to individuals’ beliefs about their capabilities to successfully carry out a particular course of action. The purpose of this study was to examine the psychometric indices of teacher’s self-efficacy questionnaire (Schwann-Moran & Wolfowlk, 2001). The population of the study consisted of 220 teachers from secondary schools in the third district of Mashhad which were randomly selected by cluster sampling. All of them answered a teacher’s self-efficacy, an emotional intelligence, and job satisfaction questionnaire. Structural validity was verified through factor analysis, convergent validity was verified through correlation with emotional intelligence and job satisfaction scores, and validity was assessed by Cronbach's alpha method. The results of confirmatory factor analysis showed that the data with three factor structure, including participation of learners in academic affairs, the effectiveness of training strategies and efficiency in classroom management had acceptable fit to data in the teacher’s sample. The convergent validity of self-efficacy questionnaire was confirmed by emotional intelligence and job satisfaction questionnaires. In general, self-efficacy questionnaire has appropriate validity and is appropriate for measuring self-efficacy in the teachers’ community.